Some thoughts on engaging students in class

One of the problems with making the shift to a more student-centered type of teaching is that when we are no longer in control of the whole show, we depend on students to contribute the substance of the class.  This can be difficult when students arrive to class unprepared, when they are reluctant to participate, when they don’t see the value in grappling with tough ideas.  They have been trained throughout their schooling to passivity, and while that is dull, it is also comfortable.  Here are some ways to deal with common problems involved in shifting to a more student-centered class.

· Make sure that everyone’s voice is heard on the first day of class. You can do this by having students introduce themselves or each other, or doing a short response question where you go around the room.  My personal preference is to make this relevant to the material you will be studying rather than a pure ice-breaker.
· In some of my classes, I have students write a letter in which they introduce themselves to the class explaining with it would be important to know about them as a class participant. I would recommend collecting the letters as well as sharing them.  This might serve to remind you, as the teacher, of what students felt it was important for the class to know about them.
· collect journal responses or responses on WebCt to the material prior to class and refer to those responses in class.  This will allow you to draw out certain people by referring to things they have expressed in their written responses.
· go around the room regularly and get everyone’s response to the topic under discussion.  This can help students to remember that they are responsible to be actively processing the material all the time.  This can also help to equalize participation if certain students tend to dominate the discussion.
· be explicit about what you expect from them in terms of class participation.   I have a sheet of characteristics of “the effective class participant” which I have started using this semester with my literature class.  I have other, more specific guidelines for responding to student writing.
· Do a Socratic Seminar, or fishbowl discussion, in which half the class discusses the material and the other half observes and evaluates the discussion as a discussion.  Switch off halfway through the class so that everyone has an opportunity to take on both roles.
· Take the time at the end of the class to evaluate the quality of the discussion.  Make sure that everyone comments on how well they feel they are doing as a class.
· Solicit written evaluations periodically of the class discussions.  If you find that there are problems, bring these up and make the quality of discussion a problem for the class to solve.
· Use pairings and small group discussions as a prelude to large group discussions.  Often people will gain the confidence to speak after working in small groups.
· Present students with difficult material and have them do a written conversation in which they write back and forth to each other and process the material together.  In my experience, students are eager to participate after this kind of preparation.
· If you use small groups, call on the quietest person in the group to report out the group results.
· Use writing as a prelude to discussion.  In addition to the written conversation idea, you can have each student select a quote from the text to discuss.  You can have students exchange quotes and respond to each others’ selections.  You can ask students, individually or in groups, to come up with discussion questions about the material, which can then be discussed with the whole class.   You can distribute free writing prompts about the material.  After students have had a chance to respond, put them in groups according to which question they answered.  Allow them to discuss and then report back to the class.   Have students prepare a journal on the text and share these journals in pairs in class.  Ask each pair to report out a topic for the whole class to discuss. All of these techniques will have the additional benefit of clearly communicating the idea that reading the text is not optional.
· Another motivating activity to introduce group work is to give students a situation involving three people--ask the groups to write a script for the dialogue between the characters.  Sometimes each student can assume a role and supply the dialogue for his or her character.  When they are completed, it is fun to perform them for the class.
· Some strategies for extending discussion include:
o  Ask questions to extend student responses. Why? Do you agree? Can you elaborate? Tell me more. Can you give an example?
o Withhold judgment.  Respond to student answers in a non-evaluative fashion.
o Ask for summary to promote active listening  “Could you please summarize John’s point?”
o Survey the class. “How many people agree with the author’s point of view?” (“thumbs up, thumbs down”)
o Ask students to “unpack their thinking”  “Describe how you arrived at your answer.” (“think aloud”)
o Cue student responses  “There is not a single correct answer for this question. I want you to consider alternatives.”
· Continue on-going training in active class involvement.  Students have had years of training in passivity.  Make active involvement in a class part of your curriculum.