Better Communication in Large Courses
When it comes to selecting climates conducive to learning, most faculty
members would probably not choose large courses. There are certain
aspects of those environments that make them less than ideal for quality
However, the current economic state of affairs at most colleges and
universities will probably mean there will be more large courses with even
bigger enrollments. Instructors who teach large class sections can
improve communication within the classroom through the following
strategies developed in a series of faculty workshops at Pennsylvania
- Make the space "small."
A space is made to feel small by treating it as if it were. This can
that the instructor might occasionally move to locations that are closer
to students and, there-fore, more comfortable for communication.
Distances also feel smaller when instructors distribute handouts, perhaps
with the help of other students, or come to class early to talk with
students in various corners of the room. The point of these maneuvers is
to communicate to students that the space need not be intimidating. If
instructors are comfortable in a variety of locations, students will find
the size of the room less imposing.
- Create a supportive climate.
Supportive climates validate the presence of individuals, thus
defensiveness and encouraging participation and involvement. Learning
students names is one way to recognize them as individuals. But other
Making personal comments on student papers and exams, (i.e.,
notes of commendation on high-scoring papers or on those of students whose
exam scores show dramatic improvement).
- Personally complimenting every student who receives an A on a
paper or exam.
- Recognizing as many students as possible by name in class. The
recognition of some students has benefits that spill over to all students.
- Get students involved in the communication
The variety of ways that faculty enhance student participation in a large
class setting include:
Encouraging students to submit written questions from which
the instructor can choose the most relevant for response.
Identifying participant areas. This may be the lower left
quadrant one period and the upper right another period. At an
appropriate point in the lecture, the instructor may engage one
quadrant of 20 or more students in discussion.
- Giving class members a handout that lists each period and a group
of students who can expect to be involved in discussion. The advance
warning enables them to prepare.
- Get personal.
Students--especially students in large classrooms--need to know that the
person in charge is indeed a person. That is not to say instructors
should disclose highly personal information in a classroom situation. But
completely withholding any expression of self is equally unwarranted,
particularly in a class setting which works against the development of any
type of personal relationship between student and professor.
There are a multitude of small but significant ways professors can
communicate as persons without relinquishing control of the class or
revealing private information that can be used against them. The ways
ought to be explored, especially in large courses.
There is no question that large courses present sizeable communication
challenges. Nevertheless, strategies can be developed which will respond
to and deal with a number of difficult environmental conditions with one
caveat. The techniques suggested take time and effort. The question then
becomes, do the results these techniques achieve justify the expense of
time and energy? It is a question for individual instructors to answer.
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