Making Connections with Students in a Large Class

Connection
Michael Palmer, TRC Faculty Consultant, Chemistry
Excerpted from Little Things Matter in Large Course Instruction.

Research indicates that the single biggest complaint by students and faculty about large enrollment courses is the impersonal nature of the teacher-learner interaction (Stanley, 2002; Weimer, 1987). The scene is this: anonymous students hide in a sea of faces, hoping to absorb all of the day’s material; the exposed professor stands before the students hoping they will learn the day’s material. Allowing the scene to play out as scripted leaves both parties unsatisfied; however, taking time to connect with your students in and out of class can turn the sea of faces into individual students and, ultimately, everyone’s hopes of learning into actuality. Why? Research has shown that students who make personal connections with the instructor are more likely to take an interest in the material, become actively engaged in discussions, and take greater responsibility for their own learning (Weimer, 1987). Here are a few suggestions for fostering meaningful connections with your students:

•Learn as many student names as possible and use their names every chance you get. A number of suggestions for name-learning strategies can be found on the TRC website.

•Come to class a few minutes early and talk to your students—about the weather, baseball, or the assignments. Be sure to linger a few minutes after class as well.

•Invite students to meet with you one-on-one to talk about how the course is unfolding from their perspective and how you can help them better learn the subject matter. Your invitations may go unanswered but they won’t go unnoticed.

•Encourage attendance during your office hours and review sessions and consider accommodating special requests for extra help. Make appointments with those students who are struggling with the material to identify reasons for their difficulties and devise a strategy to rectify the situation. Point out additional resources which may be of value, such as tutoring options and University centers (e.g., the Writing Center) that help students with a variety of learning skills.


•Become a participant in small-group activities. Spend a few minutes with each group, not as a teacher but as an active learner.

•Listen to the class, not just with your ears but with your eyes and with that little feeling in your stomach which says something isn’t quite right. In most cases, you can easily adjust to correct a misunderstanding or clear up confusing material. If you can’t put your finger on the problem, though, ask a few students. You might be surprised at the candid, precise feedback you get. Just as important, the students will appreciate your concern for their learning.

Careful planning, prudent communication management, and meaningful student-instructor connections can go a long way toward lowering your stress levels and toward helping the students learn what you are teaching.

References:

Carbone, Elisa. Teaching Large Classes: Tools and Strategies. Thousand Oaks,
CA: Sage Publications, 1998.

McKeachie, Wilbert J. Teaching Tips: Strategies, Research, and Theory for College
and University Teachers, 11th Ed. Boston: Houghton Mifflin, 2002.

Stanley, Christina A. and M. Erin Porter. Engaging Large Classes: Strategies
and Techniques for College Faculty. Boston: Anker Publishing, 2002. Weimer,

Maryellen Gleason. Teaching Large Classes Well. San Francisco:
Jossey-Bass, 1987

Lecture Preparation

Preparation

http://teaching.berkeley.edu/tenways.html

You probably can't cover everything you want to in a lecture.

Decide what is essential, what is important, and what is helpful (what would be nice).

• Cover the first; try to cover the second; forget about the third.

• Release a little control over the material and rely on the textbook or a list of supplementary readings for the nonessentials.

Set objectives.

• What do you want to have accomplished at the end of the lecture?

• What do you want the students to know at the end of the lecture?

Plan a lecture to cover less than the entire period.

• It takes some time to get going.

• Questions always take up more time than you expect.

Divide the lecture into discrete segments and follow the standard speech structure.

• Divide it both in terms of time and in terms of material.

• Try for ten or fifteen minute blocks, each one of a topic.

• Briefly summarize the previous lecture; introduce the topic(s) for the day; present the material; summarize briefly; preview any homework and the next lecture.

Lecture from notes or an outline, rather than a complete text.

• It's too tempting to simply read, rather than lecture, from a complete text.

• Reading also creates a barrier between lecturer and audience.

• Writing up an entire lecture is very time consuming.

• A written lecture often becomes a fossil that never gets updated.

From: Ten Ways to Make Your Teaching More Effective

Office of Educational Development, Division of Undergraduate Education

University of California-Berkeley