Category: Effective Teaching Strategies

How I Used the Parking Lot to Turn Quiet Rooms into Engaged Classrooms – Faculty Focus
When students of different years of study share a common class, their levels of experience and confidence differ. Students from lower years of study may hesitate to speak up in the presence of those in higher years, while more experienced students may contribute more freely. These dynamics are common and, if left unaddressed, can reinforce a power imbalance that discourages active learning.

The same challenge shows up at the start of a semester. When students meet a lecturer for the first time, the unfamiliarity often makes them cautious. Most hold back. It is not because they lack curiosity, but because they are unsure how their answers or questions will be received.

This hesitation can hold back meaningful participation. I have come to learn that all it takes is a simple, intentional tool to change the energy of a room and give every student the confidence to contribute.

One such tool that has had a lasting impact on my teaching is the “Parking Lot.”

Discovering the Parking Lot

The Parking Lot is a simple but powerful active-learning tool: a dedicated space, physical or digital, where students can “park” their questions, comments, or reflections for later discussion. This allows a session to keep its flow while assuring students that their contributions will be acknowledged.

I first encountered this tool during a two week professional development course on Competency-Based Education and Training (CBET) delivery organized by my university.

I left the training with many ideas for making my teaching more interactive, but the Parking Lot stayed with me as a practical, low-cost strategy I could implement immediately.

A few months later, in early September 2025, I have the privilege of leading an inaugural 40-Hour Mediation Training and Certification program, a capacity-building initiative for students and staff members.

As project lead, I handled admissions and could tell from the applications that we had a mix of students from different years and one staff member. I worried that students from lower years might hold back and that quieter voices might be lost. I wanted every participant to feel their questions, comments, and opinions mattered.

During the pre-training meeting, I asked the trainers if I could introduce the Parking Lot as a way to encourage engagement, and they graciously agreed.

Bringing the Parking Lot to Life

On the first day of the training, I wrote PARKING LOT on a manila sheet, taped it to the front wall near the exit, and placed sticky notes on each participant’s table. The trainers invited me to explain how it worked.

I explained the purpose of the parking lot and encouraged participants to write their questions on sticky notes at any point in the day, during sessions, breaks, or even early the next morning, if they were not ready to raise their hand.

The results were immediate and encouraging. By the end of the first day, the Parking Lot had several notes posted. The trainers reviewed and addressed them the following morning, and participants continued to engage with it throughout the week.

Some who started by writing anonymous notes eventually became confident enough to ask questions aloud. The trainers later confirmed that the Parking Lot had improved participation and enriched the discussions.

This success made me curious to see what would happen if I tried it in my regular semester classes, which were about to begin the following week.

Applying the Parking Lot in My Classes

It was my first class of the semester, and I wanted to set the tone for participation. I was teaching a fourth year second semester class on Alternative dispute Resolution.

This time, I didn’t use the Parking Lot just to collect questions — I used it to invite feedback and spark discussion.

The first question I asked was “What rules should govern our class this semester?” Students wrote their suggestions on sticky notes, and we created a “social contract” for the semester, another active learning technique I am experimenting with.

I read the suggestions aloud and asked students, “What does this rule mean for us as a class?” or “How might we apply this rule in practice?” Their answers led to rich discussion, and I saw the power of shared responsibility as play when we agreed on the class rules, their application and consequences for both the students and the teacher.

I then used the Parking Lot to ask questions to introduce the course I was teaching that semester: “What do you think is conflict?”, “What do you think is a dispute?”, “What is the difference?” Reading their answers helped me identify and gently correct misconceptions without putting anyone on the spot. The class became so interactive that students were surprised when time was up.

Motivated by the positive results, later that same day, I used the Parking Lot in my first-year, second-semester on Legal Research & Writing class.

I asked students to write down on the sticky notes why they chose to study law and what they hoped to do with their degree. I told them that their reasons could serve as a compass something to help them find direction, stay true to their path, and never lose sight of their reason for being in law school when the journey becomes challenging.

I read their answers aloud, offered encouragement, and connected their aspirations back to the course outcomes. For example, I reminded them that to become a defender of human rights, one must not only know how to find the correct law but also be capable of writing clearly and persuasively.

This exercise gave even the quietest students a voice and set a tone of openness and shared purpose for the rest of the semester.

Lessons Learned

In the three instances I have applied the Parking Lot with different groups of students, I have seen it:
- Activate students’ thinking early as they process the material and reflect on what they are learning.
- Open up discussion by creating a safe space where every student’s voice can be heard.
- Reveal misconceptions and allow them to be addressed gently, without putting anyone on the spot.
- Connect student contributions to learning outcomes, helping them see why what they wrote matters to the course.
- Encourage students to take ownership of their learning, which builds confidence and keeps them engaged.
- Create opportunities for mentorship, by affirming students’ ideas, encouraging them, and guiding them as they think about their future career paths.
Reflection

This experience brought me to the realization that innovation in teaching, even in public universities where resources are often limited, does not need complicated technology or big budgets.

A manila paper sheet, some sticky notes, and a willingness to listen can transform the classroom.

Most of all, this experience affirmed why I teach: to create spaces where every student, confident or quiet, can grow.

Seeing students engaged, sharing openly, and losing track of time because they are so absorbed in the conversation is one of the most rewarding experiences I can have as an educator.

What You Can Do Tomorrow

Bring a manila sheet and sticky notes to class, tape the sheet where students can see it as they leave, and invite them to post their questions, answers or reflections.

Review and address a few notes immediately or at the start of the next class. You may be surprised how quickly even the quietest students start to contribute.

J. Muthoni Mwangi, LL.B, PGDip Law, LL.M, is an Assistant Lecturer at JKUAT School of Law – Karen Campus, an Advocate of the High Court of Kenya, an Associate Member of CIArb, and an Accredited Mediator with SDRC. She served as Project Lead for the inaugural JKUAT 40-Hour Mediation Training & Certification and is passionate about learner-cantered legal education, mentoring the next generation of mediators, and promoting access to justice.
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November 3, 2025
Game On: Competitive Gamification in Diverse ESL Classrooms – Faculty Focus

In many diverse English as a Second Language (ESL) classrooms, sustaining student motivation can be difficult, especially when it comes to vocabulary learning. Traditional drills often fail to spark excitement, and learners sometimes hesitate to participate because they fear making mistakes or being judged. However, when competition enters the scene, particularly in the form of digital games or classroom missions, everything changes.

As an ESL instructor in Kuwait, I have seen how structured and respectful competition can shift classroom dynamics. Whether learners are battling a “final boss” in a vocabulary game or racing another team to answer grammar questions, their focus sharpens, and their energy rises. Competitive gamification may sound intimidating at first, but when approached with care and purpose, it can help learners take ownership of their progress, laugh a little more in class, and gain the confidence they need to use the language effectively.

This approach is especially helpful in diverse learning environments, where many students experience anxiety from past experiences with English. Classroom games that incorporate competition give students a safe space to try, fail, laugh, and try again. Below are five practical ways teachers can use competitive gamification to increase motivation, engagement, and participation without needing expensive tools or advanced technology.

1. Build Team Identity and Roles

Instead of dividing students into random groups, they can be allowed to form “game squads” with their own team names, mascots, or colors. Encourage them to assign rotating roles, such as speaker, scribe, timer, or cheerleader. This small step transforms teamwork into something more exciting and meaningful for the students.

Tools to try:

• Printed team badges
• Canva-designed team flags
• Whiteboards or Quizizz Team Mode

Why it works:

Many diverse learners place a strong value on group identity and cooperation. Giving students the freedom to name themselves “The Grammar Falcons” or “Team Lightning” adds emotional investment and a sense of fun to the class. I have noticed that when students feel like they belong to something, they participate more enthusiastically, even if they were shy at first. One class even created its own team chant and insisted on saying it before every challenge. This ownership made all the difference in their classroom engagement.

You can also level this up by awarding small points for creativity in team names, collaboration, and encouragement, in addition to correct answers. This shows students that being kind and supportive is as valuable as winning.

2. Introduce Weekly “Boss Battles”

One of my favorite strategies is turning the end of each unit into a “boss battle.” This gamified twist allows students to review the content creatively and energetically. It can be anything from a vocabulary quiz to a speaking relay or even a storytelling competition based on the week’s topics.

In my classroom, students know that Thursday is Boss Battle Day. I would project a countdown timer, play suspenseful music (there are tons of royalty-free tracks on YouTube), and announce the challenge like a game master. Rewards were simple stickers, power cards, or three bonus XP points, but the emotional payoff was huge. Students began asking midweek, “What’s the boss challenge this time?” This anticipation helped them stay focused throughout the week.

Pro tip:

Rotate the type of boss battles you use. For example:
• Week 1: Timed vocabulary puzzles
• Week 2: Grammar challenge maze
• Week 3: “Beat the teacher” quiz
• Week 4: Creative speaking duel between teams

This variety keeps students curious and prevents routines from becoming monotonous.

3. Alternate Between Individual and Team Challenges

Not all learners are identical. Some love the spotlight, whereas others prefer to work quietly. One of the best things you can do as a teacher is to offer a mix of competition formats.

In my classes, I alternate between weeks. One activity might focus on individual competition, such as a speed-based vocabulary game. The next step might focus on team challenges, where groups build sentences together or solve a language mystery. This balance helps every student to find their moment to shine.

This flexible structure especially benefits quieter students. One of my shyest learners once topped a solo Quizizz game and afterward told me, “I finally feel like I’m good at English.” That comment stuck with me because it showed that gamification was not just fun; it gave students a sense of achievement that traditional methods often do not.

Students can also choose their preferred challenge mode. They are given a short form at the beginning of the semester to determine whether they enjoy team play, solo missions, or a mix of both. Then, use this data to design your games in a way that includes everyone is voice.

4. Use Leaderboards Mindfully

Leaderboards can be powerful motivators, but they must be used with care. In my classroom, I publicly display team progress but keep individual rankings private unless a student asks about them. I also avoid using the same leaderboard for the entire semester. Sometimes, I reset the scores halfway through the course to give new teams a chance to rise.

Another trick I use is “rotating rewards.” For example, I celebrate the team with the highest points for one week. Next, I reward the “most consistent,” “most improved,” or even the “kindest player.” This approach relieves pressure on students who may not win the top score but are still deeply engaged and helpful.

Gamified tip:

Instead of grades, an XP system should be used. Students earn points for completing activities, participating in discussions, and helping their teammates. As they reach certain XP levels, they unlock titles like “Word Warrior,” “Grammar Guardian,” or “Team Captain.” These ranks do not carry grades, but they create a game-like progression that students enjoy tracking.

Some of my students even began drawing avatars to represent their progress and decorating their XP sheets with custom designs. These small things can make English class feel like something they get to do instead of something they have to do.

5. Let Students Reflect and Choose

One of the most overlooked yet powerful tools in gamification is student reflection. After each gamified week, I dedicated five minutes to reflection. I ask simple, open-ended questions, such as:
• What did you enjoy the most this week?
• Which challenge helped you learn the most?
• Do you prefer to work alone or in a team?
• Which game would you like to try next time?

Students often provide useful feedback. One learner suggested turning the vocabulary quiz into a timed team relay using flashcards. Another asked if we could create a “mystery box” round where students randomly pull a game task from a box. These ideas helped me expand my toolkit and showed the students that their voices mattered.

Involving learners in the game design process also boosts their motivation. When they help shape their experience, they are more likely to feel invested in their learning.

Final Thoughts

Gamification does not require flashy technology or perfect lesson plans. In many classrooms, where traditional teacher-centered approaches still dominate, the introduction of respectful and playful competition can shift the paradigm. With a bit of structure, some creative energy, and genuine care for your learners, you can transform English lessons into memorable learning experiences.

When competition is used with purpose and flexibility, it becomes more than just a game. It allows students to take risks, build confidence, and feel proud of their progress. Ultimately, it is not about who wins the boss fight. It is about helping learners find their voice and feel that English and their learning belongs to them.

Fahad Ameen is a PhD researcher in Applied Linguistics at the University of Nottingham and an English language instructor at the College of Education, Kuwait University. His research explores competitive gamification, vocabulary retention, and learner motivation in Arab ESL classrooms. He has also designed gamified vocabulary books and classroom materials for A1–B1 learners.

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October 15, 2025
There Are No “Shy Students”, Only Poor Learning Environments – Faculty Focus
As we learn more about how to improve classrooms in higher education, the concept of the “shy student” is a recurring one that serves as a convenient shorthand for describing students who don’t speak up. As a result, some faculty members may be frustrated with students who are less vocal in group activities and conclude that it’s part of a student’s personality.

But what if the problem is not with the student but the classroom itself? Insights in educational sciences suggest that engagement in the classroom isn’t just about a student’s innate disposition. In fact, it’s more likely to be a result of poor instructional practices or a failure to understand differences in context or culture. We can create more equitable spaces that value a broader range of student voices by rethinking how we define engagement and redesigning our learning environments.

The Research on Participation and Personality

Popular writing on the topic of education styles sometimes reinforces the idea of a “shy student”. It’s common when referring to students who are more forthcoming with answers or discussion that we use the words “extroverted” or “introverted”. However, although these traits can sometimes be visible in the actions of students, research suggests that this isn’t in fact an obstacle for all students to participate in meaningful and mutually beneficial interactions. Traditional classroom settings have often rewarded more rapid and spontaneous verbal responses, but this can unintentionally privilege extroverted communication styles.

Susan Cain’s well-known work on introversion explains how, although some students seem reserved, their presence in the classroom can complement more outgoing students. This is particularly true when conversations between the two veer between the lighthearted and the serious. “Extroverts need to know that introverts…may be only too happy to be tugged along to a more lighthearted place,” Cain writes about the variety in classroom conversations, adding that quieter students “should know that they make it safe for others to get serious.”

Analyses in educational psychology suggest that classroom participation is less about innate personality and more about whether students feel psychologically safe and intellectually respected to speak out.

Research by scholars such as Mary-Ann Winkelmes on transparency in learning and teaching (known as the TILT framework) boosts students’ motivation by showing them the purpose behind their work. Students that understand the reason and method of a given task and connect it to their learning are more inclined to invest in it fully and participate more actively.

Similarly, the concept of “academic behavioral confidence” (or ABC), explored by researchers like Paul Sander suggests that confidence in higher education is malleable and responsive to classroom environments. Rather than assuming students are shy, we must ask whether we’ve fostered a learning environment in which students feel secure in sharing their thoughts.

The Role of the Classroom Environment

The design of a classroom plays a crucial role in shaping student participation. Lecture halls at traditional universities, with imposing tiered seating, can sometimes reinforce passivity. We all remember the time when lecturers would insist on the Socratic method and ask us questions point-blank as a means to illustrate knowledge! On the other hand, an active learning environment encourages dynamic learning spaces, smaller group discussions, and alternative forms of communication (through text or anonymous participation, for example).

The use of calling on students in the lecture room can inadvertently silence students who need more time to process. Inclusive teaching practices, such as think-pair-share, anonymous polling, or discussion boards, provide multiple modalities for students to contribute.

To this end, Cognitive Psychologist Stanislas Dehaene’s four pillars of learning—attention, active engagement, error feedback, and consolidation—can help articulate the design of a better higher education classroom. By fostering environments that capture students’ attention, be it through interactive or varied teaching methods, educators can cater to diverse learning styles.

Getting students to actively engage can be encouraged through collaborative activities or real-time responses. This ensures that all students participate and learn at their own pace. Providing immediate and constructive feedback on errors will additionally bolster students in their understanding of a topic.

Lastly, creating opportunities for consolidation, such as through spaced repetition or reflection sessions, allows all learners to reinforce and retain knowledge. This makes learning accessible and effective for everyone. Educators can scaffold this participation by providing low-risk entry points into discussion, validating diverse contributions, and offering constructive feedback that encourages further exploration.

Strategies for More Engaging Classrooms

Fostering participation among students who choose not to speak up requires careful planning and collaboration within higher education departments. As Head of Learning Innovation at Wooclap, here are several strategies that I’ve seen in action to help promote more engagement in the classroom:
1. Redefine Participation: Expand the definition of participation to include active listening, written reflections, online discussion posts, as well as creative endeavors. Make these forms of engagement visible and valued when grading a student.
1. Use Diverse Modalities: Offer students different ways to contribute. This can be done verbally, in writing, through technology, or in small groups. Digital Tools that allow for non-verbal or anonymous engagement can be leveraged to make quieter voices more audible.
1. Set Clear Expectations: Use transparent teaching methods to clarify what participation looks like and why it matters. Share examples and model respectful discourse to encourage more engaging discussions.
1. Create Psychological Safety: Cultivate an environment where students feel comfortable taking risks. This can include normalizing uncertainty, encouraging questions, and quickly intervening against microaggressions or dominance in discussions.
1. Solicit Feedback and Adapt: Regularly check in on students to see how classroom structures are working for them. Use anonymous surveys to gauge comfort levels and adjust practices accordingly.
Designing for All Voices

Higher education instructors shouldn’t be quick to judge students who are less vocal during class. In many cases, choosing not to speak up might be a rational response to a classroom design that is overbearing or limiting in its structure for more thoughtful and reflective judgment.

Designing great learning environments that adhere to the four pillars of education, as articulated by Stanislas Dehaene, can help educators support all students and not just those who are the quickest to speak. By doing so, we can shift the narrative away from having “shy students” to fixing the systems that fail to engage them. We can improve on these systems by reimagining participation, embracing diverse communication styles, and prioritizing inclusion in our pedagogy.

Arlène Botokro has a decade of experience at the crossroads of pedagogy and digital transformation, working internationally. She has played a pivotal role in shaping Wooclap’s impact in higher education since joining the company in 2020. As Senior Manager of Education Partnerships and Innovation Projects Lead, she built strategic collaborations with leading universities, ensuring Wooclap’s solutions align with research-driven best practices. Her international experience spans the U.S., France, and Ghana with projects across multiple countries, including previous roles at Sciences Po and consulting in innovation for the publishing sector. This diverse background has given her a deep understanding of how digital learning practices can be adapted across different educational and corporate environments. Arlène continues to expand her knowledge in neuroeducation through coursework at Harvard University, reinforcing her commitment to integrating cutting-edge research into EdTech solutions.

References

Susan Cain, Quiet: The Power of Introverts in a World That Can’t Stop Talking, (Penguin Books, 2012).
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October 3, 2025
From Lectures to Laughter: Strategies to Spark Joy in the Classroom – Faculty Focus
In the fast-paced, demanding world of college education, joy might not be the first thing that comes to mind when we think about teaching. But bringing joy into the classroom can make a real difference; it boosts student engagement, sparks creativity, and supports academic success. Joyful learning is about building a space where curiosity can thrive, where students feel safe making connections, asking questions, and taking intellectual risks. When instructors intentionally weave joy into their teaching, they help students tap into their own motivation and foster a stronger sense of community and belonging. This article takes a closer look at how joyful pedagogy can turn the college classroom into a vibrant, supportive environment where students truly flourish.

What is Joyful Pedagogy?

Joyful pedagogy is an approach to teaching that fosters enthusiasm, engagement, and a deep sense of connection to learning. It cultivates the emotional and intellectual well-being of students by integrating curiosity, creativity, and meaningful collaboration into the learning process. According to Zull (2011), when students experience joy in learning, their brains are more receptive to new information, leading to deeper understanding and retention. This approach moves beyond traditional lecture-based instruction, incorporating active learning strategies and, yes, even some laughter along the way. Joyful pedagogy recognizes that students are more likely to succeed academically and personally when they feel a sense of ownership over their learning and when the classroom environment is supportive and stimulating.

By incorporating joyful teaching practices, educators create welcoming classrooms that inspire critical thinking and collaboration. Additionally, joyful pedagogy embraces flexibility and adaptability, allowing for various instructional methods that meet students’ individual needs.

The Power of Play

One powerful tool for cultivating joy in learning is play, something often overlooked in higher education. Play isn’t just for children; it’s an essential part of learning at all ages. Forbes and Thomas (2022) highlight that play supports overall well-being and serves as a meaningful pathway to learning, even for adult learners. In the classroom, play sparks joy, which can help reduce stress, boost optimism and resilience, and foster a more positive learning environment (Rylance-Graham, 2024).

Importantly, bringing joy into the learning process doesn’t mean sacrificing academic rigor. High expectations and challenging coursework can be upheld while making room for playful, joyful moments. In fact, play can offer much-needed balance, especially when tackling serious or emotionally heavy content (Forbes, 2021).

Research shows that enjoyment during learning increases blood flow to the brain, enhancing cognitive functioning (Purinton & Burke, 2019). When play and joy are intentionally woven into instruction, students often feel more connected to their professors and peers, relationships that can, in turn, motivate them to meet and exceed academic expectations (Forbes et al., 2022).

Play promotes flexible and creative thinking and increases productivity (Brown, 2009). It naturally draws students in, helping them engage more deeply and look forward to class. Because play is intrinsically motivating, it can shift how students relate to learning itself (Whitton & Moseley, 2019). Simply put, when students experience joy in learning, their engagement and their performance can thrive.

Practical Strategies for Infusing Joy

How can instructors bring joy into their day-to-day teaching? Below are two simple yet effective and easily adaptable strategies I’ve used in my courses.

On the first day of my Introduction to Special Education course, I arrive with a large sheet of poster paper and a collection of colorful paper scraps varied in shape, size, and color. As students enter the room, I invite each of them to choose a scrap of paper, any one they like. Before we begin introductions or any of the “usual” first-day business, I ask them to tape their chosen piece onto the poster, wherever they feel it belongs. Once everyone has placed their scrap of paper, I ask the following questions:
- Why did you choose the piece you did?
- Why did you place it where you did?
- What do you notice about the overall design the group created?
- Why do you think I started class this way?
- What might this activity represent?
This simple yet engaging activity sparks curiosity and sets the tone for a semester rooted in exploration, connection, and reflection. While I can’t take full credit for the idea, it’s an activity shared by Marilyn P. Rice in the Professors at Play Playbook (2022), I’ve made it my own by adding a meaningful twist. I save the class poster and bring it back on the last day of the semester, hang it on the board, and ask the students if they remember creating it. Then I ask some reflective questions such as
- How has your understanding of individual learners evolved since placing your scrap of paper on this poster?
- How might this visual metaphor reflect the diversity you’ll encounter in your future classrooms?
- What can you do to ensure every student feels like their “scrap of paper” belongs in your classroom?
The responses are always thoughtful, creative, and deeply personal. It’s a powerful way to bookend our learning journey and leave students with a lasting impression of the value of joy, inclusion, and connection in education.

To adapt the end-of-semester reflective questions to be relevant to a broader range of disciplines, the following could be posed:
- How have you grown or changed since that first day?
- What did you learn from your peers that has stayed with you?
- Why do you think we’re revisiting this activity now, at the end of the course?
- How might this visual metaphor of “many parts making a whole” guide you in your future classes, work, or life?
Alternatively, students could choose a second paper scrap to place on the poster, symbolizing their “after” self, creating a kind of before-and-after reflection.

Another example of joyful pedagogy involves using visual exploration to spark creativity and deepen understanding. While exploring the question “What is literacy?” I asked students to work in teams of two or three and head outside with their phones. Their task was simple: find and photograph something they believed represented literacy. They had 15 minutes to explore and return to class.

Once they returned, each group uploaded their photo to our online discussion platform. I projected the images for the whole class to see, and each team took a moment to explain why they chose their particular representation. The results were diverse, creative, and often surprising, ranging from street signs and murals to sculptures or even a menu spotted in an unexpected place.

This activity was not only fun and energizing, but it also prompted meaningful discussion about how literacy can take many forms in our everyday lives. It encouraged students to think beyond traditional definitions and consider how literacy shows up in the world around them.

Even better, this type of activity is easy to adapt to nearly any course topic. Whether you’re exploring themes like equity, identity, community, or content-specific concepts, inviting students to find and share visual representations brings movement, creativity, and fresh perspective into the learning experience.

If the aforementioned activities don’t quite fit your style, there are infinite ways to infuse joy into your teaching. For example, send students outside with chalk to solve a problem or equation on the sidewalk. Having students take a photo of their completed work to share with the class adds a collaborative element. Another example is to ask small groups of students to create and perform a short skit or role play to demonstrate a concept. This activity can add some fun along with a deeper layer of learning and engagement.

Bringing in board games or puzzles that connect to your course content is another engaging way to reinforce key concepts and spark curiosity. You can also flip the challenge by asking students to design their own games that relate to what they’re learning.

Even a quick three-minute brain break after 30 minutes of teaching can make a big difference. Ask students to stand up if possible and set aside all devices before the break begins. A brain break might include box breathing, stretching, structured movement, or a brainteaser. There are many resources available for brain break ideas, and they range from seated breathing exercises to dancing and everything in between. These quick pauses support focus and concentration, reduce stress, and contribute to a more positive learning experience (Tapp, 2020). Brain breaks can also help combat mental fatigue and give students a much-needed cognitive recharge.

Scaling Joy for Large Classes

Joy isn’t just for small seminar rooms; it is equally powerful in large lecture halls. In fact, joyful teaching may be even more important when students risk feeling lost in the crowd.

Here are a few scalable strategies:
- Create a Class Playlist: Let students contribute songs and play them before class begins to set a positive tone.
- Quick Icebreakers or Polls: Start class with a low-stakes question or prompt that encourages interaction.
- Digital Scavenger Hunts: Use online tools for creative, content-linked challenges.
- Infographic Partner Work: Students create visual summaries of key concepts together.
- Pop Culture Connections: Use memes or relevant songs to reinforce course material and spark discussion.
These small touches can build community and make content feel more relevant without a full course redesign.

Key Takeaway

Joyful learning doesn’t have to involve elaborate plans or major changes to your teaching. In fact, it often emerges from small, intentional moments that make the classroom feel more human, more connected, and more alive. You don’t need to overhaul your entire lesson; just try one simple idea that adds a spark of joy to your students’ experience and see where it leads.

These joyful moments can increase engagement, deepen connection, and foster a more positive learning environment. Most importantly, by weaving joy into our teaching, we have the invaluable opportunity to inspire a lifelong love of learning, one that reaches far beyond the walls of the classroom.

AI Disclosure: ChatGPT was used for basic copyediting and general proofreading to check for redundancies and identify grammatical and word usage errors. It was also used to inspire ideas for the title of the article.

Robin Wolpinsky, EdD, is a clinical assistant professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her background and expertise are in school psychology, human development, special education, and adult learning. Dr. Wolpinsky is deeply committed to cultivating student success.

References

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group (USA) Inc.

Forbes, L. (2021). The process of play in learning in higher education: A phenomenological study. Journal of Teaching and Learning. 15(1), 57-73.

Forbes, L. & Thomas, D. (2022). Professors at Play Playbook. Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Purinton, E. & Burke, M. (2019). Student engagement and fun: evidence from the field. Business Education Innovation Journal, 11(2), 133-140.

Rice, M. (2022). Human growth and learning: Setting the stage. In Forbes, L. & Thomas, D. Professors at Play Playbook (pp. 92-93). Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Rylance-Graham, R. (2024). The lived experience of play and how it relates to psychological well-being: An interpretive phenomenological analysis (IPA) study amongst undergraduate students from medicine, nursing, and allied health professions’ programmes in the United Kingdom. Nursing Research and Practice. Apr 3;2024:7871499. doi: 10.1155/2024/7871499.

Tapp, F. (2020, January 9). Kids need brain breaks – and so do adults. Brain Facts. https://www.brainfacts.org/thinking-sensing-and-behaving/learning-and-memory/2020/kids-need-brain-breaks-010920

Whitton, N. & Moseley, A. (2019). Play and learning in adulthood. In Whitton, N. & Moseley, A. Playful Learning: Events and Activities to Engage Adults. (pp. 12-24). New York: Routledge.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing, LLC.
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September 19, 2025
From Lectures to Laughter: Strategies to Spark Joy in the Classroom – Faculty Focus
In the fast-paced, demanding world of college education, joy might not be the first thing that comes to mind when we think about teaching. But bringing joy into the classroom can make a real difference; it boosts student engagement, sparks creativity, and supports academic success. Joyful learning is about building a space where curiosity can thrive, where students feel safe making connections, asking questions, and taking intellectual risks. When instructors intentionally weave joy into their teaching, they help students tap into their own motivation and foster a stronger sense of community and belonging. This article takes a closer look at how joyful pedagogy can turn the college classroom into a vibrant, supportive environment where students truly flourish.

What is Joyful Pedagogy?

Joyful pedagogy is an approach to teaching that fosters enthusiasm, engagement, and a deep sense of connection to learning. It cultivates the emotional and intellectual well-being of students by integrating curiosity, creativity, and meaningful collaboration into the learning process. According to Zull (2011), when students experience joy in learning, their brains are more receptive to new information, leading to deeper understanding and retention. This approach moves beyond traditional lecture-based instruction, incorporating active learning strategies and, yes, even some laughter along the way. Joyful pedagogy recognizes that students are more likely to succeed academically and personally when they feel a sense of ownership over their learning and when the classroom environment is supportive and stimulating.

By incorporating joyful teaching practices, educators create welcoming classrooms that inspire critical thinking and collaboration. Additionally, joyful pedagogy embraces flexibility and adaptability, allowing for various instructional methods that meet students’ individual needs.

The Power of Play

One powerful tool for cultivating joy in learning is play, something often overlooked in higher education. Play isn’t just for children; it’s an essential part of learning at all ages. Forbes and Thomas (2022) highlight that play supports overall well-being and serves as a meaningful pathway to learning, even for adult learners. In the classroom, play sparks joy, which can help reduce stress, boost optimism and resilience, and foster a more positive learning environment (Rylance-Graham, 2024).

Importantly, bringing joy into the learning process doesn’t mean sacrificing academic rigor. High expectations and challenging coursework can be upheld while making room for playful, joyful moments. In fact, play can offer much-needed balance, especially when tackling serious or emotionally heavy content (Forbes, 2021).

Research shows that enjoyment during learning increases blood flow to the brain, enhancing cognitive functioning (Purinton & Burke, 2019). When play and joy are intentionally woven into instruction, students often feel more connected to their professors and peers, relationships that can, in turn, motivate them to meet and exceed academic expectations (Forbes et al., 2022).

Play promotes flexible and creative thinking and increases productivity (Brown, 2009). It naturally draws students in, helping them engage more deeply and look forward to class. Because play is intrinsically motivating, it can shift how students relate to learning itself (Whitton & Moseley, 2019). Simply put, when students experience joy in learning, their engagement and their performance can thrive.

Practical Strategies for Infusing Joy

How can instructors bring joy into their day-to-day teaching? Below are two simple yet effective and easily adaptable strategies I’ve used in my courses.

On the first day of my Introduction to Special Education course, I arrive with a large sheet of poster paper and a collection of colorful paper scraps varied in shape, size, and color. As students enter the room, I invite each of them to choose a scrap of paper, any one they like. Before we begin introductions or any of the “usual” first-day business, I ask them to tape their chosen piece onto the poster, wherever they feel it belongs. Once everyone has placed their scrap of paper, I ask the following questions:
- Why did you choose the piece you did?
- Why did you place it where you did?
- What do you notice about the overall design the group created?
- Why do you think I started class this way?
- What might this activity represent?
This simple yet engaging activity sparks curiosity and sets the tone for a semester rooted in exploration, connection, and reflection. While I can’t take full credit for the idea, it’s an activity shared by Marilyn P. Rice in the Professors at Play Playbook (2022), I’ve made it my own by adding a meaningful twist. I save the class poster and bring it back on the last day of the semester, hang it on the board, and ask the students if they remember creating it. Then I ask some reflective questions such as
- How has your understanding of individual learners evolved since placing your scrap of paper on this poster?
- How might this visual metaphor reflect the diversity you’ll encounter in your future classrooms?
- What can you do to ensure every student feels like their “scrap of paper” belongs in your classroom?
The responses are always thoughtful, creative, and deeply personal. It’s a powerful way to bookend our learning journey and leave students with a lasting impression of the value of joy, inclusion, and connection in education.

To adapt the end-of-semester reflective questions to be relevant to a broader range of disciplines, the following could be posed:
- How have you grown or changed since that first day?
- What did you learn from your peers that has stayed with you?
- Why do you think we’re revisiting this activity now, at the end of the course?
- How might this visual metaphor of “many parts making a whole” guide you in your future classes, work, or life?
Alternatively, students could choose a second paper scrap to place on the poster, symbolizing their “after” self, creating a kind of before-and-after reflection.

Another example of joyful pedagogy involves using visual exploration to spark creativity and deepen understanding. While exploring the question “What is literacy?” I asked students to work in teams of two or three and head outside with their phones. Their task was simple: find and photograph something they believed represented literacy. They had 15 minutes to explore and return to class.

Once they returned, each group uploaded their photo to our online discussion platform. I projected the images for the whole class to see, and each team took a moment to explain why they chose their particular representation. The results were diverse, creative, and often surprising, ranging from street signs and murals to sculptures or even a menu spotted in an unexpected place.

This activity was not only fun and energizing, but it also prompted meaningful discussion about how literacy can take many forms in our everyday lives. It encouraged students to think beyond traditional definitions and consider how literacy shows up in the world around them.

Even better, this type of activity is easy to adapt to nearly any course topic. Whether you’re exploring themes like equity, identity, community, or content-specific concepts, inviting students to find and share visual representations brings movement, creativity, and fresh perspective into the learning experience.

If the aforementioned activities don’t quite fit your style, there are infinite ways to infuse joy into your teaching. For example, send students outside with chalk to solve a problem or equation on the sidewalk. Having students take a photo of their completed work to share with the class adds a collaborative element. Another example is to ask small groups of students to create and perform a short skit or role play to demonstrate a concept. This activity can add some fun along with a deeper layer of learning and engagement.

Bringing in board games or puzzles that connect to your course content is another engaging way to reinforce key concepts and spark curiosity. You can also flip the challenge by asking students to design their own games that relate to what they’re learning.

Even a quick three-minute brain break after 30 minutes of teaching can make a big difference. Ask students to stand up if possible and set aside all devices before the break begins. A brain break might include box breathing, stretching, structured movement, or a brainteaser. There are many resources available for brain break ideas, and they range from seated breathing exercises to dancing and everything in between. These quick pauses support focus and concentration, reduce stress, and contribute to a more positive learning experience (Tapp, 2020). Brain breaks can also help combat mental fatigue and give students a much-needed cognitive recharge.

Scaling Joy for Large Classes

Joy isn’t just for small seminar rooms; it is equally powerful in large lecture halls. In fact, joyful teaching may be even more important when students risk feeling lost in the crowd.

Here are a few scalable strategies:
- Create a Class Playlist: Let students contribute songs and play them before class begins to set a positive tone.
- Quick Icebreakers or Polls: Start class with a low-stakes question or prompt that encourages interaction.
- Digital Scavenger Hunts: Use online tools for creative, content-linked challenges.
- Infographic Partner Work: Students create visual summaries of key concepts together.
- Pop Culture Connections: Use memes or relevant songs to reinforce course material and spark discussion.
These small touches can build community and make content feel more relevant without a full course redesign.

Key Takeaway

Joyful learning doesn’t have to involve elaborate plans or major changes to your teaching. In fact, it often emerges from small, intentional moments that make the classroom feel more human, more connected, and more alive. You don’t need to overhaul your entire lesson; just try one simple idea that adds a spark of joy to your students’ experience and see where it leads.

These joyful moments can increase engagement, deepen connection, and foster a more positive learning environment. Most importantly, by weaving joy into our teaching, we have the invaluable opportunity to inspire a lifelong love of learning, one that reaches far beyond the walls of the classroom.

AI Disclosure: ChatGPT was used for basic copyediting and general proofreading to check for redundancies and identify grammatical and word usage errors. It was also used to inspire ideas for the title of the article.

Robin Wolpinsky, EdD, is a clinical assistant professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her background and expertise are in school psychology, human development, special education, and adult learning. Dr. Wolpinsky is deeply committed to cultivating student success.

References

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group (USA) Inc.

Forbes, L. (2021). The process of play in learning in higher education: A phenomenological study. Journal of Teaching and Learning. 15(1), 57-73.

Forbes, L. & Thomas, D. (2022). Professors at Play Playbook. Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Purinton, E. & Burke, M. (2019). Student engagement and fun: evidence from the field. Business Education Innovation Journal, 11(2), 133-140.

Rice, M. (2022). Human growth and learning: Setting the stage. In Forbes, L. & Thomas, D. Professors at Play Playbook (pp. 92-93). Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Rylance-Graham, R. (2024). The lived experience of play and how it relates to psychological well-being: An interpretive phenomenological analysis (IPA) study amongst undergraduate students from medicine, nursing, and allied health professions’ programmes in the United Kingdom. Nursing Research and Practice. Apr 3;2024:7871499. doi: 10.1155/2024/7871499.

Tapp, F. (2020, January 9). Kids need brain breaks – and so do adults. Brain Facts. https://www.brainfacts.org/thinking-sensing-and-behaving/learning-and-memory/2020/kids-need-brain-breaks-010920

Whitton, N. & Moseley, A. (2019). Play and learning in adulthood. In Whitton, N. & Moseley, A. Playful Learning: Events and Activities to Engage Adults. (pp. 12-24). New York: Routledge.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing, LLC.
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September 19, 2025
Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

Higher education provides students with the opportunity to participate in a diverse range of academic programs that facilitate further exploration beyond the classroom. Participating in a guided research project offers valuable exposure to discipline-specific inquiry. Under the mentorship of a faculty research advisor, students gain critical skills such as project management, research methods, and early professional development. While the roles and responsibilities of the research advisor can vary depending on the type of research (e.g., human subjects, qualitative, quantitative, mixed methods), there are commonalities in how to best support student researchers. These strategies highlight best practices along with other important considerations for research advisors.

Traditionally, a research advisor guides and oversees student-led research by providing pivotal insight and direction throughout the project (National Academy of Sciences, 2009). The advisor plays a vital role in ensuring that the student follows ethical standards and guidelines. Beyond its formal role, research advisors also serve as mentors who motivate, encourage, and support students as they develop intellectually and professionally. They also create a protected and affirming space for students to be vulnerable in instances of uncertainty as the research project progresses. This dual function as both advisor and mentor has a lasting impact on students’ academic success and career trajectories. Through intentional mentorship and guidance, research advisors help students cultivate scholarly excellence, professional competence, and life skills that extend beyond the academic environment into daily activities.

There are several considerations that may cause faculty members to feel apprehensive about serving as research advisors, especially since these responsibilities extend beyond classroom instruction. This includes increased teaching loads, required committee responsibilities, professional development, community service, and administrative duties (Springer et al., 2023). Balancing these institutional demands can be overwhelming. These expanding roles and expectations contribute significantly to faculty fatigue, often leading to demoralization and persistent stress. Additionally, a student’s aptitude, skills, level of independence, and overall capacity for college-level research can also add to the complexity of serving as a research advisor.

Teaching, Learning, and Engagement Strategies

The advisor role aligns with several teaching and educational philosophies. Notably, Behaviorism (stimuli, reinforcement, and environment) and Essentialism (back to the basics) are all useful. These conceptual and philosophical frameworks are demonstrated in each of the posited strategies through the intentional use of engaging activities and techniques. Also instructive is Jean Piaget’s philosophy, which emphasizes a hands-on approach that focuses on active learning and interaction, which leads to the student’s self-exploration and discovery (Uzun, 2024). Promoting engagement that fosters problem-solving and critical thinking is especially important in the student-researcher-advisor relationship. Serving as a research advisor also requires employing an eclectic approach in relation to teaching and educational philosophies. Throughout each of the following strategies, it is imperative that the student’s learning and each engagement opportunity are meaningful, productive, and place the student researcher at the center of the collaboration. Each of these strategies presents teachable moments not only for students but also for the research advisor. The implementation of each plan to support the student, specifically how and why it is addressed.

Assess Students’ Readiness for Research

Conducting a low-stakes, informal assessment of the students’ interests, strengths, and areas of opportunity is a good starting point. Prior involvement with the student, due to their having taken a course with the faculty, may have already allowed for a preliminary assessment of the student’s preparedness for college-level research. In the absence of experience working with the student, one quick assessment method is to explore the student’s understanding of the research project more deeply. Engage in active listening, ask insightful and probing questions, and allow the process to unfold naturally. This encourages the student to demonstrate what they know about producing a noteworthy project. Students have a wide range of learning styles, competencies, and abilities. The goal is not to judge but to assess through an objective lens. This strategy enables faculty to make informed decisions about the commitment level, existing competencies, and overall student needs when undertaking scholarly research (Sharp, 2002).

Model Behavior and Coach for Success

Engaging students outside of the classroom also allows faculty to demonstrate other skill sets. The research advisor should conduct themselves in a manner that shows students ways to interact with various research stakeholders and how soft skills can be applied across different contexts. Much of the advisor’s time is spent monitoring and supporting the student. It is also imperative that the student is empowered and given the space to work independently, which is vital to students’ metacognition (Howlett, 2021). Research can be daunting; therefore, a key part of the coaching process involves implementing activities and providing affirming feedback that keeps the student engaged and interested. This strategy is essential because it supports students in gaining the requisite proficiencies as a researcher and collaborating with others.

Introduce and Teach Project Management Skills

Prioritizing tasks and effective time management are valuable skills that can enhance a student’s academic, professional, and personal life. Monitoring and evaluating overall goals and objectives promote the success of the research project. A practical approach to this strategy is to assign the student small tasks with specific timelines and deliverables, then provide incremental feedback. Scheduling project meetings to identify immediate tasks and priorities helps students understand and appreciate how to manage projects effectively. Clearly defined due dates, which may sometimes be inflexible, must be communicated (Sharp, 2002). Students are empowered when given relevant information, as well as a clear understanding of each phase of the research project. Adopting this strategy is a value-added benefit for students, as it reduces the likelihood of missed deadlines and critical deliverables throughout the project cycle.

Create a Safe Space for New Experiences and Growth

Naturally, some students may feel intimidated or unsure about how the student-faculty research collaboration will proceed. Uncertainty is expected since this is a new role and experience. It is notably different from previous instructor-student interactions that existed in the classroom. While the faculty advisor anticipates various outcomes, the student also has expectations related to faculty expertise and creativity, as well as benefiting from their full support and constructive criticism (Abbas, 2020). The research advisor must ensure that a safe environment is created for the student to feel empowered to share alternative or completely different viewpoints on various aspects of the research project. Maintaining a safe environment also encourages collaboration, student growth, and overall development. Using this strategy creates an environment of trust, teamwork, and mutual respect.

Finally, regardless of the size or type of institution, service and student engagement activities are viewed positively in higher education. Serving as a research advisor gives faculty the chance to showcase what they do outside the classroom. A large part of their time is dedicated to meeting teaching and learning responsibilities, for which they are evaluated on annually. Great effort is also made to ensure that faculty adequately support students with academic challenges. Taking on the role of research advisor also allows high-achieving students to be engaged. Additionally, this role supports and addresses the needs of students with aspirations for graduate studies, those seeking more challenging opportunities, or who have a general interest in scholarly research. Ultimately, it is a win-win situation for both the student and the faculty member who takes on this important role.

Curtis L. Todd, PhD, is Professor of Social Work in the School of Arts and Sciences at Atlanta Metropolitan State College, where he also provides instruction in Criminal Justice. Quintero J. Moore, MD, is Assistant Professor of Biology in the School of Arts and Sciences at Atlanta Metropolitan State College.

References

Abbas, A., Arrona-Palacios, A., Haruna H., and Alvarez-Sosa, D. 2020. Elements of students’ expectation towards teacher-student research collaboration in higher education. Frontiers in Education Conference (FIE): IEEE.

Howlett, M.A., McWilliams, M.A., Rademacher, K. et al. 2021. Investigating the Effects of Academic Coaching on College Students’ Metacognition. Innovative Higher Education: Springer Nature.

National Academy of Sciences, National Academy of Engineering (US) and Institute of Medicine (US) Committee on Science, Engineering, and Public Policy. (2009). On Being a Scientist: A Guide to Responsible Conduct in Research – Advising and Mentoring. 3rd Edition. National Academies Press: National Academy of Sciences.

Sharp, J.A., Peters, J., & Howard, K. (2002). The Management of a Student Research Project. 3rd Edition. Routledge: Taylor & Frances Group.

Springer, A., Oleksa-Marewska, K., Basinska-Zych, A., Werner, I., and Bialowas, S. (2023). Occupational burnout and chronic fatigue in the work of academic teachers-moderating role of selected health behaviours. National Library of Medicine: PLoS One.

Uzun, Aylin. 2024. Education Based on Piaget’s Theory. Research In Educational Sciences-I: IKSAD.

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September 17, 2025
The Urgency for Outreach to Shy College Students – Faculty Focus

Shy students do not come to office hours nor seek the advice of faculty members. In the college classroom, they are quiet and reserved and may appear nervous or lacking confidence. Professors know the keys to success in college and gladly share these with students who ask our advice or visit our office, but assertive outreach is the only way to share critical advice with the shy student. What they do not know can harm them or at least set them back relative to peers, especially worrisome if they are first generation, lower income, or underrepresented minority students. Many outreached hands are needed to support and advise these students who lack the assertiveness to come to us. We must go to them.

In this article, I will review why many students appear shy in the college classroom and the keys to success every college student needs to hear from us in their freshman and sophomore years. Such outreach supports student retention, providing practical advice to help students navigate the college landscape toward successful completion of their degree.

Empathize with Shy Students in the Classroom

Better mentoring begins with empathy, so reflect upon a time when the college classroom was an intimidating place. Shy students are thinking much the same as we did in our first year of college. They can feel insecure and self-conscious, making social comparisons in an environment where grading makes explicit the varying levels of ability. They are inexperienced young adults, unsure of themselves or their competence (Medialle & Usinger, 2019). Consider the psychology of shy students within the unique performance environment of the university.

Class Participation

Shy students are afraid to make mistakes, fearing negative social judgment. Faculty contribute to this anxiety when we grade for class participation in our syllabus, so it is important to balance this practice with gentle encouragement to speak up and engage. Students adopt a risk-avoidance approach to classroom participation and so calculate potential benefits (reward for my effort), odds of success, and risk of not performing well, resulting in their level of effort calculation (B-O-R-E; Hendricson, 2014). Instructors can encourage class participation with verbal praise for positive contributions and affirming words for mistakes. Students’ perceived odds of success and risk can be shaped by our question (e.g., request a recap rather than extrapolation), by our thoughtful lead-up to the question (e.g., Q&A to draw a conclusion), or by offering help when met with silence (“the correct answer starts with a C … anybody?”). Be sensitive to the shy student’s thinking while in the Q&A environment and allow their initial silence to be a moment of calculation before action.

Power Dynamics in the Classroom

Adding to the intimidating nature of the classroom interaction, instructor power is both manifest and latent. We control course grades, write letters of recommendation, and grant access to professional networks. But we can also use latent authority to set a positive classroom tone: Be welcoming to all, learn students’ names and use them, and be happy during class or seem to be (act happy). Avoid teasing, sarcasm, and mockery as forms of humor as these may be poorly received. To shy students, an instructor’s outreached hand reminds them that you are a supportive approachable figure rather than a formidable authority. Be sensitive to the shy student’s perception of the classroom power dynamic and be careful how you wield this power.

Not Knowing the Unwritten Rules of College

Shy students more slowly engage and learn the common behaviors, values, and beliefs gotten only through their interactions with people on campus. Mintz (2024) reviewed college’s “hidden curriculum”, the institutional culture, expected behavior, and unspoken norms that influence academic success. Asking questions in class and help-seeking behavior for writing or tutoring services, although normal for college students, could be a first time experience for some shy students. They may associate stigma or shame with needing help, thinking “I’ll figure it out on my own” or “I should be able to do this”. Chatting informally with professors before or after class can seem awkward, especially if shy students view the professor as too busy, too important, or too different from me to be bothered. Visiting office hours is also common for college students and is an effective icebreaker to view faculty as supportive approachable figures, but it depends fully upon students asserting themselves. While just as important as the academic curriculum, the lessons of college’s hidden curriculum can take longer to reach students who are members of underrepresented groups (Smith, 2015). Not knowing the common rules of conduct can lead to missed opportunities that later become regrets.

Being Different, Blazing New Trails

As implied in several observations above, the new university environment may hold achievement-oriented beliefs, practices, and values that differ dramatically from a new college student’s home and family culture (Pyne & Means, 2013). Self-advocacy can feel selfish, and help-seeking can feel like evidence that college success is beyond one’s current competencies. For the first-generation trailblazers, attending college alone is a major step when they are deviating from family traditions, practices, or expectations (Cerezo, Lyda, Beristianos, Enriquez & Connor, 2013; Martin, Galentino & Townsend, 2014). Be sensitive to the shy student’s imposter syndrome, that intimate feeling that you may not belong here common in first-year students who lack a role model to help them navigate their college years (e.g., Nelson, 2024).

Early Advice that All College Students Need to Hear

Mentors with college experience can empathize with missed opportunities that became regrets. The advice many of us give today likely consists of some of those “what I wish I had known then” lessons. Because shy students do not come to office hours nor seek our advice, there is an urgency for outreach and mentoring. Shy students do not know what they do not know, and what they don’t know now can harm them in the near future. Help shy students, and all students, avoid these four pitfalls.

Protect Your Grade Point Average (GPA)

Students need a high GPA above 3.0 to compete for the better jobs or when applying for post-baccalaureate studies. GPA is a simple numerical indicator of overall abilities compared to other applicants, and it is no surprise that busy employers prefer the demonstrated work ethic of ‘A’ students over that of ‘C’ students. Once broken, a student’s GPA cannot be fixed without retaking courses for a higher grade, a time-consuming and limited option. Grades for courses in the major should be highest, ideally straight As, because this is supposed to be your favorite topic. A GPA below 3.0 weakens your entire application package for post-baccalaureate studies. Those admissions committees also like to see a steady increase in GPA into your junior and senior years, showing improved learning skills. We have seen too many students wait until senior year to decide to pursue graduate or professional school only to discover that a grade point average below 3.0 limits their opportunities.

Get Noticed in the Classroom. Instructors Write References.

Students influence the future content of job references and letters of recommendation by their own actions and words in the presence of faculty letter writers. Too few students are advised to get noticed early in the classroom by their professors, even though most students will need references or recommendations for their first job or for applications to post-baccalaureate study. Faculty write strong letters for students we remember, the ones who stood out in class because they showed enthusiasm and inquisitiveness (Gomez, 2016). Weak letters of recommendation come from professors with little memory of a students’ classroom performance and with no long-term student-faculty relationship. Advise students to participate in class to highlight the academic prowess, personality, and social skills they want future letter writers to remember. Advise students to take only in-person courses with potential future letter writers, because online courses with minimal personal interaction leave a weaker impression on the instructor’s memory. If students sit passively and quietly in class, do not get involved in the major, and do not interact with faculty in memorable ways, it is difficult for faculty to write strong letters of recommendation when called upon. This will be the case even for students who are highly intelligent with good grades, strong test scores, and immense potential.

Refine Essential Skills

Students may not realize the importance of refining essential next-level skills, such as writing scholarly prose, developing spoken communication skills, and mastering the efficient use of library resources. Students need to know that every writing assignment is a chance to improve through thoughtful feedback from an experienced content expert reading your paper. Every oral presentation is your only chance to improve public speaking skills needed in every future career. Every group project is a chance to practice teamwork because future job interviews will ask about experiences where you collaborated effectively with others to achieve a shared goal (Smith, 2023). All students must master searching library resources and consolidating scattered facts into a coherent argument or essay. After the completion of first-year English composition courses, it can be easy for faculty within the major to ignore the importance of essential competencies, but weak communication skills show up later in job applications, in-person interviews, and writing samples.

Find a Mentor to Guide You

Finally, shy students need to know that mentors teach students about college opportunities and how to avoid mistakes. There is no better way to learn about the vast opportunities in a specific professional field than in a one-on-one mentoring relationship with a seasoned professional. Mentors help students find the right degree and ensure that college choices contribute to developing essential career-relevant skills that lead to a thriving career (Pascarella & Terenzini, 2005; Kuh & Hu, 2001). Outreach is especially important for ethnic minority, lower income, and first-generation college students for whom attrition rates are especially worrisome (Keels, 2013; Museus, 2011). For first-generation students in particular, mentors offer the same advice that second-generation college students allegedly benefit from, i.e., the advice college educated parents give to their own college-aged children. Reach out to shy students to help them plan a road map to career success and learn the hidden opportunities available during the college years.

Active Outreach Facilitates Student Development and Supports Retention

Key contributors to college student success include frequency of contact with professors, mentor support, and high expectations (Baker, 2013; Huss, Randall, Patry, Davis & Hansen, 2002; Yorke & Thomas, 2003). Interactions with faculty members are more significant in the early years of college (Schreiner, 2010). It is mentors — faculty, college staff, and even older peers — who shape the student’s developmental process through active relationships that psychologists suggest transform personal identity from high school student to career-ready college graduate (Chickering & Reisser, 1993; Erikson, 1968). College mentors should focus upon career planning in the freshman and sophomore years to facilitate that identity shift needed for undergraduates to envision their future professional selves (Martin, Spolander, Imran & Beulah, 2014; Perez, Cromley & Kaplan, 2013). Interactions with faculty also play a positive role in student persistence (Pascarella & Terenzini, 2005), specifically being supportive of student needs, being approachable, and returning phone calls and emails in a timely fashion (Lundquist, Spalding & Landrum, 2002-2003). Faculty mentors facilitate student development and support retention by encouraging college students to start thinking strategically about their career options and possible futures.

Shy college students may lack the assertiveness to come to us, so we must go to them. Help shy students avoid pitfalls during their college years and teach them the importance of high grades, mentoring relationships, and essential communication skills. More outreached hands in the freshman and sophomore years remind students that faculty are supportive approachable figures rather than formidable authorities. Shy students are inexperienced young adults and need our support to reach their fullest potential.

John Gomez is a professor of psychology in his twenty fifth year of teaching and mentoring undergraduate students at Our Lady of the Lake University, a Hispanic-serving institution located in San Antonio, Texas. His research program and teaching focus upon helping undergraduate students to think strategically about their future professional selves, with special attention to mentees’ development of identity and purpose in life. A research focus has been on ethnic minority, lower income, and first-generation college students, for whom national college retention rates are most troubling. He mentors college students about academic self-preparation, graduate school decision-making, and career planning in psychology and related fields. He also mentors first-time college instructors about classroom management and career readiness. He has delivered peer-reviewed research talks at multiple mentoring conferences, including the Mentoring Institute (University of New Mexico) and the International Mentoring Association (University of Florida).

References

Baker, C. (2013) Social support and success in higher education: The influence of on-campus support. Urban Review, 45(5), 632-650.

Cerezo, A., Lyda, J., Beristianos, M., Enriquez, A. & Connor, M. (2013) Latino men in college: Giving voice to their struggles and triumphs. Psychology of Men and Masculinity, 14(4), 352-362.

Chickering A. & Reisser, L. (1993). Education and identity, 2nd ed. San Francisco: Jossey-Bass.

Erikson, E. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton & Co.

Gomez, J. (2016 Spring). How to properly request letters of recommendation from your professors: Ask, don’t tell. Eye on Psi Chi magazine. American Psychological Association.

Hendricson, W. (2014) Interpreting a Student’s Apparent Lack of Motivation. Academy for Academic Leadership News. 2013; 3(1). DOI: 10.13140/RG.2.1.5097.2644/1

Huss, M., Randall, B., Patry, M., Davis, S. & Hansen, D. (2002). Factors influencing self-rated preparedness for graduate school: A survey of graduate students. Teaching of Psychology, 29(4), 275- 281.

Keels, M. (2013) Getting them enrolled is only half the battle: College success as a function of race or ethnicity, gender, and class, American Journal of Orthopsychiatry, 83(2,3) 310-322.

Kuh, G. & Hu, S. (2001). The effects of student-faculty interactions in the 1990s. Review of Higher Education, 2, 309-332.

Lundquist, C., Spalding, R. & Landrum, E. (2002-2003). College students’ thoughts about leaving the university: The impact of faculty attitudes and behaviors. Journal of College Student Retention, 4, 123- 133.

Martin, K., Galentino, R. & Townsend, L. (2014) Community College Student Success: The role of Motivation and Self-Empowerment, Community College Review, 42(3), 221-241.

Martin, L., Spolander, G., Imran, A. & Beulah, M. (2014) Evolution of student identity: A case of caveat emptor, Journal of Further & Higher Education, 38(2), 200-210.

Medialle, A. & Usinger, J. (2019 March) Engaging quiet students in the college classroom. College Teaching, 67(2):130-137. DOI:10.1080/87567555.2019.1579701.

Mintz, S. (2024 May 16) Life Prep 101. Inside Higher Education online magazine. https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2024/05/16/how-hidden-curriculum-prepares-students-post-college-life

Museus, S. (2011) Generating ethnic minority student success (GEMS): A qualitative analysis of high-performing institutions, Journal of Diversity in Higher Education, 4(3), 147-162.

Nelson, R. (2024 Winter) Succeeding in college without falling into the imposter phenomenon trap. Eye on Psi Chi magazine. Washington, DC: American Psychological Association.

Pascarella, E. & Terenzini, P. (2005). How college affects students, Vol. 2, A third decade of research. San Francisco, CA: Jossey-Bass.

Pyne, K. & Means, D. (2013) Underrepresented and In/visible: A Hispanic first-generation student’s narratives of college, Journal of Diversity in Higher Education, 6(3), 186-19.

Perez, T., Cromley, J. & Kaplan, A. (2013) The role of identity development, values, and costs in college STEM retention, Journal of Educational Psychology, doi: 10.1037/a0034027.

Schreiner, L. (2010) The critical role of faculty and faculty development in sophomore success. In Hunter, M. S., Tobolowsky, B. F. & Gardner, J. N., (Eds.) Helping sophomores succeed: Understanding and improving the second-year experience. San Francisco, CA: Jossey-Bass.

Smith, A. (2023 April 25) Teamwork is hard work. Here’s how to build the skills to do it well. Forbes online magazine. https://www.forbes.com/sites/annkowalsmith/2023/04/25/teamwork-is-hard-work-heres-how-to-build-the-skills-to-do-it-well/

Smith, B. (2015 March 24) Mentoring at-risk students through the hidden curriculum of higher education. Lexington Books.

Yorke, M. & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups, Journal of Higher Education Policy and Management, 25(1), 63-74.

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September 12, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025
Reaching (Not Just Teaching) Today’s Students: A Communication Cheatsheet – Faculty Focus
Communication is hard. Even in the best of circumstances, every interaction carries not just the message we intend to send but also our own assumptions, our students’ assumptions, and the ever-growing complexity of language and tone, not to mention the medium itself.

This complexity only multiplies in today’s higher ed environment, where faculty and staff are expected to reach students across multiple platforms — LMS announcements, emails, texts, apps — with messages that range from compassionate to corrective. Meanwhile, the rise of EdTech solutions promising “more reach” has, ironically, made it harder to ensure our messages are received in the way we intended. After all, reach does not equal resonance.

So how can we cut through the noise and actually connect with students?

Communication theory may sound abstract, but it offers a powerful lens for improving how we show up in these interactions. Becoming familiar with two frameworks in particular — Expectancy Violations Theory and Family Communication Patterns Theory — can help us better understand both ourselves and the diverse students we serve.

Want to Know Why Some Student Emails Irritate You and Others Inspire You?

Expectancy Violations Theory (EVT) can help answer that question (Burgoon 1978). EVT helps explain why we react so differently to similar messages depending on who’s delivering them and how.

Very basically, EVT says we form expectations for how interactions will unfold. When those expectations are violated, we automatically shift attention to the violation and to the person who caused it. But we don’t all interpret those violations the same way. Whether we view them as pleasant surprises or annoying disruptions depends on two factors: (1) violation valence, or how positive or negative we feel about the behavior itself, and (2) communicator reward valence, or how much we value the person who violated our expectation.

In other words, if a student I perceive as motivated and respectful asks for an extension, I might feel proud they trusted me enough to ask. But if the same request comes from someone I’ve perceived (rightly or wrongly) as disengaged, I may feel frustrated even if the circumstances are the same.

Reflecting on EVT can help us surface our biases, hold ourselves accountable to equitable treatment, and better understand our own reactions. If you’ve ever wondered why you’ll go above and beyond for one student but feel resistant to another’s similar request, EVT might be a good place to start.

Want to Know Why Some Students Embrace Your Syllabus and Others Push Back?

Family Communication Patterns Theory (FCP) invites us to consider how students’ early communication environments shape how they relate to authority, rules, and classroom norms (Fitzpatrick and Ritchie 1994).

FCP theory identifies four types of family communication climates based on two key orientations: (1) conformity orientation, which emphasizes obedience, family harmony, and deference to authority, and (2) conversation orientation, which emphasizes open discussion, questioning, and individual voice.

Students from “protective” families (high conformity, low conversation) may be less likely to challenge your authority or seek clarification, while those from “pluralistic” families (low conformity, high conversation) may expect more dialogue, debate, and negotiation. Neither is better, but each brings different expectations to the classroom.

This is especially relevant when teaching first-generation college students, as so many of us do these days. These students often navigate new cultural territory not just academically but communicatively. If they come from family environments where questioning authority wasn’t encouraged, they may hesitate to speak up even when confused or struggling. On the other hand, some may challenge norms precisely because they’re breaking with family tradition.

FCP theory doesn’t give us a script, but it does offer a compass. Understanding that students come with different “communication upbringings” can help us meet them where they are, rather than assuming one-size-fits-all policies or approaches will be received as intended.

Five Communication Theory-Informed Tips for Faculty

Understanding communication theory is helpful but applying it is what truly makes a difference in the classroom. If EVT helps us become more aware of how we perceive student behavior, and FCP Theory helps us see the diverse assumptions students bring with them, what can we do differently?

Here are five practical ways to use these insights to communicate more effectively with your students, all the time but also especially when the message really matters:
1. Notice your gut reactions — then ask why. If a student’s email rubs you the wrong way, pause and reflect. Are you reacting to the content, or to a violated expectation? EVT reminds us that our perceptions are shaped by both the message and the messenger. Naming your bias is the first step toward equity.
1. Don’t assume your clarity = their clarity. FCP theory suggests students arrive with different assumptions about how authority and conversation work. A policy you think is obvious may feel rigid to one student and open-ended to another. With this in mind, make space to clarify expectations, especially early in the term.
1. Reaffirm your approachability, even after pushback. When students challenge you, it may not be intended as disrespect. Rather, it might reflect a high conversation orientation. Keep the door open. A brief, calm response — for instance, “That’s a fair question — let’s talk through it” — can defuse tension and build trust.
1. Explain the “why” and the “what.” Students are more likely to comply with classroom norms when they understand the thinking behind them. Instead of “No late work,” try: “I don’t accept late work because feedback loops are tight in this class. I want you to get input quickly so you can improve in the next assignment.”
1. Choose connection over correction. Digital platforms can depersonalize your messages and make tone hard to read. When addressing an issue, lead with empathy before jumping to policy. A stern reminder might shut doors, while a check-in — think: “Hey, I noticed this assignment didn’t come through — everything okay?” — opens them up.
Of course, the goal isn’t to categorize our students, but to better understand them. Communication theory can illuminate patterns, but it can’t predict behavior. Each student, like each of us, is shaped by their own myriad of life experiences.

Still, theory offers a starting point. It helps us move from frustration (“Why don’t students read instructions?”) to curiosity (“What might be getting in the way of this message landing?”). And it reminds us that in a world of increasing technological mediation, the most important messages we send to students are often the most human: I see you. I hear you. I want you to succeed.

When we approach our communication with that intention, we’re more likely to teach and reach our students.

Laura Nicole Miller, DET, is an assistant professor in the Grenon School of Business at Assumption University, where she teaches organizational communication, marketing, and management. A first-generation college graduate and former EdTech executive, she studies how communication practices shape equity, trust, and student success in high-stakes environments.

References

Burgoon, Judee K. “A communication model of personal space violations: Explication and an initial test.” Human communication research 4, no. 2 (1978): 129-142. https://doi.org/10.1111/j.1468-2958.1978.tb00603.x

Fitzpatrick, Mary Anne, and L. David Ritchie. “Communication schemata within the family: Multiple perspectives on family interaction.” Human Communication Research 20, no. 3 (1994): 275-301. https://doi.org/10.1111/j.1468-2958.1994.tb00324.x
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July 30, 2025