lecture hall

10 Effective Ways to Connect with College Students in Large Classes

Research indicates that students learn more and rate their class experience higher when they have a personal connection with the instructor. Here are ten practical ways to help that happen:

  1. Arrive early and stay after class. Shake some hands and welcome students as they enter. Wander to the back of the class and say hello. Ask how their day is going. Make small talk. Proactively get out from behind the protective podium! Say goodbye as students leave. Stay after class for 10 minutes. Tell the students you will be happy to answer questions, etc. We are all busy, but we can usually give 10 minutes after class.
  2. This is a Faculty Focus Premium Article

    To continue reading, you must be a Faculty Focus Premium Member.
    Please log in or sign up for full access.

    Log In

    [theme-my-login login_template="login-form-paywall.php" show_title=0]

    Join

    Get full access to premium content and archives

    Join Now

creating a climate for learning

Reflections on Teacher Power in the Contemporary Classroom

Teacher power has to do with the ability to influence student behaviors and, ultimately, what they learn and how much. My colleagues and I often lament that it is more difficult to influence student behaviors than it used to be. Much of what we know about power in the classroom is grounded in some rather outdated, but at the time useful, assumptions. In traditional classrooms, students used to submit to teacher authority with little resistance. Back then teachers influenced students to do things they would not have otherwise done by:

  • Promising rewards or punishments
  • Suggesting “I’m an expert, and this is what works for me, so you should try it too”
  • Asserting the authority inherent in their title, “teacher”
  • Developing good relationships with students as a way of encouraging them to comply
  • Managing their classrooms with policies and structures that force students to be on-task (like banning the use of laptops or tablets, side talking, absenteeism, or tardiness)

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

student evaluations

Improving Student Evaluations with Integrity

Oh, how the tables do turn! Each semester, after quizzing, testing, and otherwise grading our students, they get to return the favor and rate their professors, and some of them can be harsher than we are on our most critical days. Because administrators incorporate these ratings in their evaluations of us, they can’t be ignored. Rather than wallowing in the sorrows of negative reviews, we must accept it for what it is: feedback. And although we should not in any way compromise our principles or the course content to get better ratings, there are actions that don’t undermine our integrity and do positively influence the end-of-course ratings. I’d like to suggest several that have improved my ratings.

Be transparent about your grading methods. It’s my opinion that students should never be surprised by their grades in a course. Whenever I give an assignment, no matter how small, I provide instructions in writing, a point value, and a due date. I’m a huge fan of rubrics and always take time to help students understand and interpret them. Examples posted on the course website can demonstrate what you’re looking for in assignments.

I work hard to return papers in a timely manner and share my deadlines with students so that they know when to expect the feedback. Most online grading systems make it easy for students to monitor their progress throughout the semester. By removing the mystery from my grading system, I have consistently received high scores from students on the applicable questions on the evaluation form.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

Professor helping students

Civility is Needed in the College Classroom—Now More than Ever

The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.”
(Attributed to Socrates, 469–399 BC, by Plato)

My grandmother often told me to “treat others as you would like to be treated.” I just assumed parents and grandparents told all children this variation of the Golden Rule. I was also certain well-meaning teachers, coaches, clergy members reinforced it. Yet what has happened to common decency and basic civility in society these days? Have they just become signs from days gone by? Do we no longer teach or practice the Golden Rule? I’ve actually heard this alternative interpretation of the Golden Rule: “He or she with the most gold makes the rules.” As faculty members, I believe we need to step up and start teaching civility and compassion in our classrooms.

“You can catch more flies with honey than vinegar”—another of my grandmother’s favorite expressions. As a child I wasn’t quite sure what that meant, but I understand it now and often pass on this same sage advice. There is a related education quote that goes something like, "Students don't care how much you know until they know how much you care." I wholeheartedly agree. Students of any age benefit when they have teachers who care.

Who Most Needs to Model Civility?

Although each college has its own policies for both student and faculty conduct, as college professors “the buck stops” with us when it comes to controlling the climate and establishing the expectations for civil discourse in our classrooms. Professors need to model civility, and by that I mean much more than proper manners and etiquette, such as regularly saying “please” and “thank you.” I mean feeling actual empathy toward students. A syllabus, even if it’s posted online, says a lot about us before the course even begins. The same could be said about an introductory welcome letter for an online course. First impressions are important. That very first class should clearly set the expectations. Too often faculty miss this opportunity and just dive into their academic content without any attention paid to the culture that needs to be established in that course. We should all be good stewards, heed our grandparents’ advice, and foster a caring learning community imbued with mutual respect. If we don’t practice civility, empathy, and respect, how can we expect meaningful conversations to occur in our courses?

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

dandelion-student reflections

Learning the Lessons of Silence

“The lessons of silence.” I found these four words in Lao Zi’s book, the Tao Te Ching. I have been ruminating over them lately. In our modern society, more and more individuals fear stillness. In our classrooms, fewer students appreciate the sound of silence. Their faces light up when I give animated lesson presentations but wilt whenever I ask them to pause and think about the ideas we have just considered. Outside my classroom, I seldom see them minus headphones, earbuds, or cell phones. They (and some of the rest of us) have yet to learn that the most profound ideas are born in moments of silence.

In my teaching, it is in the moment of silence where I come to understand whether students are learning or not. It is when the whole class stares at me in silence that I realize I need to rephrase my question. It is when a student pauses while reciting that I see some concepts I’ve taught are not yet clear. It is when a student does not say anything but smiles sweetly that I know my ideas made an impression. It is in the silence of my classroom after the last student has left when I reflect on my own teaching that I better understand how to impact their learning. It is in the silence of my office after typing the last sentence in my manuscript that I learn to think deeply about what I have just written. There is an analogy that perfectly captures all of this for me: it is the silence that follows the first four notes of Beethoven’s fifth symphony. Those notes are meaningless unless one appreciates the sound of silence that surrounds them.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

creating climate for learning. Male professor

Creating a Climate for Learning: A Survey for Students and Teachers

How well a class functions is the result of both what the teacher does and what the students do. The way we solicit course evaluation feedback reinforces students’ tendency to see the teacher as the one who’s responsible for whether it was a good class. Teachers do play a significant role, but they don’t make or break a class without a lot of student input. We need to be using evaluation activities that make clear that what happens in class is a shared responsibility.

Here’s a feedback activity that highlights the roles played by teachers and students. It can be configured in a variety of different ways—three options are recommended here.

  • Students can provide input on the conditions for learning created by the instructor.
  • The instructor can provide input on how well students are functioning as a community of learners.
  • The students can evaluate the course in terms of how it functions as a learning community.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

student-led discussion

Activities for Developing a Positive Classroom Climate

Positive classroom climate can encourage students to participate, think deeply about content, and engage peers in intellectual debate. Creating a classroom climate conducive to that type of expression can be difficult. Classrooms are filled with a diverse cross-section of our society representing multiple learning preferences and expectations. Professors aspire to reach all students and engage them in meaningful, content-rich examinations of the subject matter, but peer-to-peer relationships, personal struggles, students’ perception of course content, and even the novelty of the college classroom itself can all impact the class climate. The key to overcoming these variables is the professor. The professor is the one piece that most students attribute their success or failure and their positive or negative experiences in a college classroom (Boesch, 2014). The following describes a pilot project completed in the fall of 2016 in a small liberal arts college.

After several courses in which I was dissatisfied with the frequency and depth of student participation, I designed two sets of opening activities for students to do at the beginning of class. These class starters would act as a conduit for developing a climate of respect, cooperation, and emotional safety (Matsumura, Slater, and Crosson, 2008; Shuck, Albornz, Winberg, 2007). I believed by establishing a positive classroom climate, students would be more willing to participate in content-based discussions and activities.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

professor helping student in computer lab

Immediacy Questionnaire

Building rapport with students can go a long way in increasing motivation and preventing incivility in the classroom. Below is a list of 20 verbal and nonverbal communications that can affect the classroom climate. Use the questionnaire to rate yourself on these observable behaviors. If you're feeling daring, hand it out to your students and ask them to rate you.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

mindfulness in classroom

Everybody Present: Mindfulness in the Classroom

Did you know that the average attention span in the year 2000 was 12 seconds? And 12 years later, in the year 2012, the average attention span had gone down to eight seconds. So by my calculations, in the year 2036, the attention span will be down to zero, and we will all finally be living in the moment. Well, maybe not. And in fact, probably quite the opposite. And by the way, just for your information, the average attention span of a goldfish is nine seconds.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now

students working college classroom

Student Perspectives on Teaching Are Necessary

In higher education, we often think about how we can improve our teaching and learning. If you are like me, you wrestle with this question after a well-prepared lecture does not go as expected, or as you are trying to make sense of your student evaluations, or as a new semester is about to begin. Oftentimes, the answers are not easy or obvious. We may seek out colleagues or experts in our teaching centers, but rarely do these discussions of better teaching include students. Why is this? The people who could most assist us fill our classrooms, but we rarely ask for their thoughts and ideas. When we do, it is for a fleeting ten minutes at the end of a course when we ask them to complete the student evaluations. Even then, we do not hear what they have to say. Instead, sometime later, we try to decipher what they have written in the “suggestions for improvement” box. Then it’s easy to misinterpret their feedback and attribute any criticism as their need to vent their frustrations about the course.

This is a Faculty Focus Premium Article

To continue reading, you must be a Faculty Focus Premium Member.
Please log in or sign up for full access.

Log In

[theme-my-login login_template="login-form-paywall.php" show_title=0]

Join

Get full access to premium content and archives

Join Now