Creating a Positive Classroom Environment

Creating a Positive Classroom Environment (Part II)

[From Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.)

Introduce yourself to your class. In addition to telling students how you wish to be addressed, say something about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Convey your enthusiasm for the field and the subject. For many students, the instructor's enthusiasm about the course material is a key motivator for learning. (Sources: "The First Day of Class," 1989; Wolcowitz, 1984)

Ask students to fill out an introduction card. Have students indicate their name, campus address, telephone number, electronic mail address, year in school, and major field. You might also ask them to list related courses they have taken, prerequisites they have completed, other courses they are taking this semester, their reasons for enrolling in your course, what they hope to learn in the course, tentative career plans, and something about their outside interests, hobbies, or current employment. Make sure that students who later enroll in the course complete an introduction card.

Begin to learn student's names. By learning your student's names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students' names also tells them that you are I interested in them as individuals. As you call roll, ask for the correct pronunciation and how the student prefers to be addressed. If your course enrolls fewer than forty students, call the roll for several class meetings to help you learn names. During the term, call students by name when you return homework or quizzes, and use names frequently in class. Ask students who are not called upon by name to identify themselves. Here are a variety of other strategies for learning students' names:

Photographs: Consider grouping students for Polaroid pictures during the second week of class. In a single shot you may be able to photograph four or five people. The act of posing for a picture breaks the ice and creates an informal, relaxed environment. Circulate the photographs and have students write their name underneath their picture. If you do not have access to a camera, ask students to submit a small photograph of themselves (such as those taken in penny arcade photo booths or from their driver's license or student photo ID). Photocopies of photographs are fine. Place these photos on students' information sheets or introduction cards. Photographs are helpful in recalling a student before an appointment, or later on, when you are asked to write a recommendation for a student, you can refer back to the picture to jog your memory.

Name cards: For a seminar class, use the United Nations model of place cards in front of each student. In a studio or lab course, post students' names above their workstations.

Seating chart: Ask students to sit in the same seats for the first few weeks, and prepare a seating chart. Or block out on a piece of paper general locations within the room and write the names of students inside the appropriate blocks, instead of labeling exact seats. Try to memorize four or five names at each class session.

Name game: In small classes, ask the first person to give her name. The second person gives the name of the first person and his own name, and the third person gives the names of the first two people followed by her own name. The chain continues until it returns to the first person, with the instructor preferably near the end. (Source: Scholl-Buckwald, 1985)

Introductions: For large lecture classes, at the beginning of each class period, ask six or eight students to introduce themselves.

Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or have students group themselves by residence halls or living groups so that they can identify nearby classmates to study with (Heine and others, 1981). Or go around the room and ask all students to respond to one question, such as "What's the one thing you really want to learn from this course?" or "What aspect of the course seems most appealing to you?" Such questions are more interesting than those about students' majors or year in college.

Ask students to interview each other outside of class. If your course has a writing component, you might ask students to write a brief description of their partner. The class could agree on the interview questions beforehand, or each student could devise his or her own items. (Source: Scholl-Buckwald, 1985)

If your class is small, conduct a "people search." Students receive a sheet of paper with five to ten statements and a space for a signature near each statement. The statements should be relevant to students in your class and can be a mix of personal and academic attributes: "Someone who works and goes to school," "Someone who has taken (a related course)," "Someone who has already purchased the textbooks," "Someone who is left-handed," "Someone who knows the order of the planets" (or other content-related question). Students are given ten minutes to obtain as many signatures as possible. You can spend a few minutes debriefing to generate a class profile. Or you can compile the information for distribution at the next class meeting so students have a written record about their classmates. (Sources: Erickson and Strommer, 1991; Weisz, 1990)

Break students into small groups. An English professor divides the class into groups of six and gives each member of the group one line of a six-line poem. Students are asked to reassemble the poem and discuss what the poem means. A sociology professor asks groups of students to come up with a list of the ten most important events (or people) in history. After ten or fifteen minutes, the groups' responses are placed on the board for discussion and interpretation. (Source: Erickson and Strommer, 1991)

Encourage students to exchange phone numbers. If all students agree, ask them to write their name, telephone number, and electronic mail address on a plain sheet of paper and make copies of this roster for them. Encourage students to call their classmates about missed classes, homework assignments, and study groups. Or have students complete 3" x 5" cards and exchange cards with two or three classmates. (Source: "The First Day of Class," 1989)