Encouraging Classroom Participation
During the first weeks of the semester, TAs hold the power to establish a classroom dynamic that will last for the rest of the term. Creating an interactive classroom can have many benefits for both the instructor and the students. When students have the opportunity to react to material during class time, the instructor gets immediate feedback on how material is being received. Also, from the students’ perspective, the often-quoted proverb holds true: “Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand.”

But how can a TA encourage students to participate when students may shy away from being called on in class? First realize that speaking up is one of several ways to participate in class. In addition to encouraging students to talk in the classroom, there are countless alternate ways to foster an environment where students are actively engaged with course material, whether they speak up or not. Listed here are several suggestions that experienced TAs have used successfully.

Bring a positive attitude. Realize that the attitude you bring to the classroom can make a huge difference in how students respond to you. Invite questions and genuinely listen when students participate. Make a point to smile at your students. If students perceive you to be an inviting instructor they will be more at ease to respond to you.

Learn students’ names. In large courses this may be more easily said than done. However, when students notice that an instructor knows who they are, rather than seeing them as a student ID number, they feel valued. Use students’ names when talking to them or calling on them in class. A student who feels valued will feel more comfortable in the classroom, and will be more likely to choose to actively participate on their own.

Take a poll. An easy way to test student understanding and intuition without putting one student “on the spot” is to take a poll. Ask a question and offer several possible answers. Have students answer by raising their hands. A student who observes that others agree with them may be less shy about speaking up to defend their answer. This is also a fast and easy way to check that students understand the current course material without disrupting the flow of the class.

Red light, green light. In a section with over 100 students, it may be difficult to include many activities or detailed discussions that require EVERY student to participate, but this does not mean that class time cannot be an engaging experience. At the beginning of the term, give each student red, yellow, and green note cards. Students are responsible to bring the note cards back to each class. During the lecture, if students understand what is going on, they should place the green card on the front of their desk. If they somewhat follow the material, but have many questions, they should use the yellow card. If students are completely lost, they should place the red card on their desk. This activity puts more responsibility in the hands of the class to give accurate assessment of how well they follow the material being discussed. It is also an unobtrusive way to solicit instant feedback.

Give an “attendance quiz”. Consider giving a quiz at the end of lecture that does not count towards the student grade. Ask only one or two short questions and allow students to use their notes. Emphasize that the quiz will not affect their grade other than to show that they were present. This will give feedback on how well students processed the information gleaned from class, and will encourage them to actively pay attention if they will be asked to respond before leaving the room. Specific problems with material can be addressed on an individual basis.

Have students teach each other. As time allows, break students into smaller groups and have them work on an exercise together. When students work in groups, stronger students may learn by explaining concepts to weaker students, and their knowledge will be solidified. Weaker students may be more comfortable asking questions of their peers than of the instructor, so they will ask questions that they would not necessarily get answered otherwise.

Have students grade each other. For some assignments, allow students to grade their own work, or exchange assignments and grade a peer’s work. This instant feedback of seeing why answers are right or wrong while the topic is fresh in students’ minds helps to reinforce course material. Peer grading also encourages students to be alert and engaged during discussion so that they grade correctly. This tactic has the added advantage that it saves you grading time; however, you may also choose to spot check students’ grading.

Use discussion questions creatively. Shyer students may feel self-conscious during class discussion, but there are several ways to circumvent this nervousness. Consider handing out discussion questions in advance so that students have the chance to gather their thoughts before coming to class. Alternately, ask students to submit possible discussion questions a day or two in advance. Then, class can be tailored to student interest and needs. If a student has submitted a question, or been allowed to think about it ahead of time, they may feel their response is better thought out and will be less fearful to share it.

Include classroom activities. Classroom activities cover a wide variety of tactics that can be used to stimulate student interaction with course material. You may consider bringing in multimedia tools to help illustrate material, or take students on a field trip. Guest speakers also provide variety that may spark attention. You may invent a game that asks student to engage in material in a new way. The possibilities are endless. If you come up with an instructional idea that is out of the ordinary, chances are it is worth trying. Remember that not every method will be successful in every classroom. Each new group of students will have techniques that work better for their unique dynamic. However, adding variety to the classroom dynamic will help keep students on their toes and more likely to be active participants in the class.

As you set the tone for your students this semester, remember, finding new ways to involve your students in class will take more planning. The payoff of an interactive and engaging learning atmosphere, however, is well worth the effort.