A lot of students seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate. This special report will help you create favorable conditions for more active classroom discussions.
“I’m afraid I’ll be the only one to think my thoughts, that no one else will see it the way I do. I don’t want to be wrong.”
That was the response by a student to a comment I made asking him to consider participating more in class discussions. The conversation took place one day after class toward the end of the 2017 spring semester when he asked me to sign an academic progress report. He was a good student and submitted quality papers on a timely basis. Yet, while he paid attention to my lectures and everyone’s remarks in class, he rarely spoke.
Upon setting foot in the classroom at the beginning of the semester, many students experience varying degrees of anxiety or fearfulness. As educators, we often sense nervousness among our pupils as we introduce ourselves and hand out copies of the course syllabus to review. Most students settle in shortly, but some may remain consistently fearful. Is it possible that their high levels of fear negatively affect their ability to learn in the classroom from week to week? In this article, we discuss the role of debilitating fear in some students’ lives and identify ways that educators can help them attain success despite their anxiety.
When I was in college I never raised my hand. Never. I didn’t raise my hand when I thought I knew the answer. I didn’t raise my hand even when I knew the answer with 100% absolute certainty. And I didn’t raise my hand when the professor was practically pleading for someone, anyone, to please participate.
To promote learning, we encourage our students to be actively involved in class discussions by asking and answering questions. Even if we do not include
Although group work can provide a welcome change to the regular classroom routine, the results are rarely all positive. Invariably, one or two students in
In the fifth installment of a six-part series on building student engagement today’s teaching tips focus on strategies for improving classroom interactions.
