Category: Effective Teaching Strategies

Increasing Classroom Engagement – Faculty Focus
In undergraduate classrooms, instructors encounter a variety of students with diverse backgrounds and different personalities. Since discussion-based learning, both in-person and virtual, remains important, teachers should find ways to encourage student engagement in classroom activities and discussions. Student engagement is also critical to the success of students who are more self-directed and specialized, as it allows them to dive deeper into course material within their specialized areas of interest.

When more students are engaged, class conversations become richer, enhancing student learning. For instance, introverted students may have strong opinions and much to contribute but may hesitate to share during class. Students, whether introverted or not, might feel uncomfortable or uninterested in joining group discussions for various reasons. It is the instructor’s challenge to create a comfortable class environment. Not only will students benefit, but instructors can feel more at ease in their own classrooms.

Genuine connections between students are based on trust, which can be encouraged in several ways. Trust-building connections are fostered in an environment with instructor presence and constructive feedback. Students benefit from instructor buy-in, effort, and intention.

To boost classroom interaction and active participation, instructors can include proven strategies in their “teaching toolkit” to foster empathetic connections among their students. Here are some suggestions for your consideration:
- Outline course guidelines clearly. Students need to understand what is expected of them in your course. If class participation standards are set from the beginning—with appropriate explanations regarding “why”—student buy-in should increase. After students understand course expectations, instructors should make every effort to give students timely and constructive feedback. Doing so keeps students accountable and reinforces the course guidelines.
- Model reflective listening. When students participate in a class discussion, instructors should make eye contact, give full attention, and provide visual cues to show understanding. Taking a moment to paraphrase or ask clarifying questions shows engagement and listening on the instructor’s part.
- Encourage reflective listening. Help reduce distractions when students speak. Invite students to validate each other’s responses. Brief instructor participation when students are having group discussions and modeling behavior you seek to encourage can go a long way.
- Praise appropriately. Offer brief, genuine praise when students reflectively listen to each other and provide gentle reminders when appropriate.
- Creatively introduce group discussions. Mix things up. Consider having students draw questions from a hat for discussion or assign a different group member to lead the discussion for each question. You may wish to time discussions or set goals so student groups stay focused and on task.
- Use a variety of classroom activities, but don’t overdo it. Include a group discussion or short activity during every class period. Recognize that classroom activities are like seasoning on food—a little is great, but too much can be overwhelming. Classroom activities should drive home the purpose of the course material being covered. In-class activities can break up what may be perceived as monotony by students.
- Encourage students to interact with new classmates. Student groups should rotate frequently to ensure that everyone has the opportunity to interact with different individuals. You may wish to randomly assign groups to mix students up.
- Invite alternative views. Be sensitive to different perspectives and alternate points of view. Help students recognize that conflicts can be resolved without contention. Students don’t have to agree on a particular topic or point of view, but they do need to show respect to others. To help students and teachers better understand the importance of respecting different perspectives, share a mantra with your students, such as: “Seek to understand before seeking to be understood” to emphasize the value of listening and understanding others’ viewpoints before expressing one’s own views to foster a more respectful and open-minded classroom environment.
- Use peer feedback grading. Learning to give constructive feedback is a skill students can learn with practice. Prompting from the instructor can go a long way when it comes to feedback. Making suggestions such as having students include pros and cons or commenting only on things that are in the student’s control may be helpful.
- Share stories. Who doesn’t enjoy an interesting and relevant story? Stories help students remember information in a fun way. Collect stories that illustrate key principles and important points you’re trying to teach. Stories are relatable and can put listeners at ease.
- Encourage students to share their own stories. Classrooms consist of diverse individuals with a multitude of different stories and perspectives. Sharing stories is an excellent way for students to learn more about the worldviews of others.
- Use appropriate humor. Laughter creates connection. Including tasteful humor in activities and discussions can improve student buy-in and retention. An easy place to start could be to include a joke or riddle-of-the-week for your class to contemplate.
- Invite student feedback. Make course consistency and fairness a priority. Students need to feel they are valuable and their opinions matter. After receiving excellent feedback, instructors should seriously consider making appropriate changes.
Recognize that potential pitfalls can also accompany increased student engagement. Classroom challenges may include:
- Uneven participation or nonparticipation. Some students may attempt to dominate activities and discussions. In any group, some individuals will always be more talkative while others will be quieter.
- Inconsistent results. No two student groups are ever the same. What works in one class may fail spectacularly in another. Stay flexible and be ready to move on if something isn’t working.
- Time management. Activities may take longer than anticipated, so be conscious of the clock. Setting a timer can be helpful to keep everyone on task.
- Student conflicts. Disagreements can lead to conflict, so it’s important to foster a culture of classroom respect to minimize conflict and prevent personal attacks.
- Overwhelmed introverts. Some students may feel uncomfortable speaking and participating in group activities, but be patient and gently encourage their involvement.
- Increased preparation time. Successful activities often need advance planning and materials, so keeping a list of activity and discussion ideas can help avoid last-minute scrambling.
While practice doesn’t necessarily make perfect, expect to have some less-than-perfect experiences as you adjust your teaching style to incorporate some of these techniques. Keep what works—jettison the rest. With forethought and practice, you can make your classrooms more open and inviting to your students.

Dr. Allie Hamstead DC is an Assistant Professor of Clinical Sciences at Sherman College of Chiropractic. She specializes in perinatal and pediatric care. She graduated from the University of South Carolina in 2007 and Sherman College in 2012. She is a practicing chiropractor in Simpsonville, South Carolina and mother to four daughters.

Kenneth L. Alford is a professor of Church History and Doctrine at Brigham Young University and a Colonel, U.S. Army (Retired). He has authored/edited 13 books and over 200 articles.
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February 21, 2025
Motivational Force: Building a Foundation for Student Success – Faculty Focus

Eighteen students crammed themselves into a stuffy classroom assigned for my first-year seminar course on a sunny day in September. With desk tops touching and knapsacks piled high, we maneuvered through introductions and the kind of icebreakers that research indicates can strengthen learning outcomes. At one point, I asked these college newcomers to share academic and career aspirations. Their responses were a tribute to the dreams of young minds: future pediatric nurses, speech pathologists, and more than one veterinarian were gathered in our small, unassuming space.

These students appeared motivated to learn—a direct contrast to the disengagement narrative that permeates today’s education circles. But despite the enthusiasm, research points to a far more sobering reality: approximately half of all college students fail to graduate within six years of enrollment. Those rates can be even more perilous for certain cohorts, including recipients of Pell Grants, the federal financial aid awarded to undergraduate students demonstrating need.

Many of the students gathered in my classroom fit within this most vulnerable category and would likely face the types of hurdles that can diminish learning resolve. Academics demands coupled with the pull of daily life can negatively tip the balance of student outcomes, siphoning away student motivation, according to educational scholar Howard McClusky. His Theory of Margin framework likens student motivation to the calibration of “loads,” versus the counter force of resources, or what he refers to as “power.” Students with sufficient margin between these competing forces have the capacity to take on new challenges, including the hard work of learning; students with insufficient margin fall into overwhelm and have a higher rate of failure.

Determined to hold onto and even strengthen the learner motivation that was apparent on day one of my class, I was committed to the following motivational practices that could lessen the load and promote the type of power needed to make it to the finish line. Here’s what that looked like:

Community lies at the heart of successful student outcomes, so emphasizing the relational aspect of learning became a guiding principle for the class. Leveraging the energy of the first few weeks when enthusiasm is especially strong is an opportunity to forge group connections and cultivate peer-to-peer support. Research points to these informal bonds as a vital form of power, so beginning on the first day of class, my students were placed in groups determined by common areas of academic focus and career aspiration. To override reticence to working collaboratively, we spent class-time setting up What’s App groups and practicing the type of outreach and response that familiarized group members with the act of reaching out to one another.

Career Readiness has become a valued currency in today’s higher education sector, not only because it helps ease entry into the workforce but also serves to more deeply bind education with employment. Our class therefore included assignments requiring students to research their future fields. Using the U.S. Bureau of Labor Statistics website, students were able to deepen understanding of specific fields in terms of industry growth, income, and even entry requirements. Anchoring aspirations with real-world realities was an opportunity to guide students towards their stated goals in real and relevant ways which further enhanced their learning motivation.

Continual Reflection invites students into their learning journeys while also kick-starting metacognition, thereby contributing to learning motivation and success. The simple act of inviting students to think about their learning process can deepen engagement while helping to nudge knowledge acquisition into retention, the goal of good teaching. Reflection can be as simple as dedicating the last few minutes of class to having students write about what they learned and what they would like to revisit for better understanding. We undertook this exercise in almost every one of our 15 weeks. In addition, students captured their reflections via electronic portfolios that served as a permanent record of their progress.

Harnessing the drive and energy needed to maintain motivation over the course of a semester can present challenges, particularly in our post-pandemic years when factors of isolation, stamina, and access to optimal learning environments have taken their toll. We encountered many stumbling blocks over the course of the semester, but in the end each of my 18 students reached the finish line of the course. Countering learning head winds requires an understanding of the complex phenomenon of learner motivation and then committing to evidence informed practices that can maintain—even strengthen—the energy and drive to succeed. That can mean more work and effort in the classroom, but for instructors committed to student success, this is its own deeply satisfying motivational force.

Juli S. Charkes, EdD, has been a classroom instructor for the past 14 years, teaching organizational leadership, communications, and media studies at both the undergraduate and graduate levels. From 2021 to 2025, she directed the Center for Teaching and Learning at Mercy University, where she oversaw faculty development and strategy across 100 academic programs.

References

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25-48.

Biney, I. K. (2022). McClusky’s Theory of Margin and its implications on adult learners in higher education institutions. Journal of Adult and Continuing Education, 28(1), 98-118. https://doi.org/10.1177/1477971421989337

National Center for Education Statistics. (2022). Undergraduate Retention and Graduation Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved May 31, 2022, from https://nces.ed.gov/programs/coe/indicator/ctr.

Sasan, J. M. V., Tugbong, G. M., & Alistre, K. L. C. (2023). An exploration of icebreakers and their impact on student engagement in the classroom. International Journal of Social Service and Research, 3(11). https://ijssr.ridwaninstitute.co.id/index.php/ijssr/article/view/566

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

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February 17, 2025
Five-Minute Starts: Fifteen Ideas to Ignite Your Class – Faculty Focus

The first five minutes of every class in higher education holds far more significance than they might initially seem. These brief moments set the stage for active learning, focus, trust, and shaping the atmosphere of the entire session. When teachers begin with enthusiasm, engagement, and a thoughtful provocation, they foster an environment where students feel encouraged to approach the class with an open and curious mindset. These crucial minutes set the tone, influencing how students perceive the class, their peers, and their role within the learning environment. Classrooms using effective teaching methods that create engaging activities and promote active learning and critical thinking are more likely to result in deeper learning (Fink, 2013). Consider the “First Five Minutes” from the students’ perspective. Imagine their experience as they enter the classroom and transition into the initial moments of the session. 

Beyond sparking curiosity or excitement, this opening window of time is the opportunity to establish ground rules or a student contract. By outlining expectations for respectful dialogue, mindful language, and open-mindedness, educators can create a safe and inclusive space that promotes a sense of community. Simple active learning techniques such as a quick “temperature check” or low stakes writing activity (Lang, 2021) can allow space for students to express their feelings, particularly when discussing challenging or emotive material, which simultaneously builds empathy and inclusion. By immediately creating activities that foster a sense of community and respect, educators can encourage students to participate actively and share their perspectives, aligning with principles of inclusive pedagogy (Freire, 1970).

The transition from external preoccupations to a classroom focus is a critical moment in the learning process. Students may have their minds on social plans, pending assignments, personal issues, or reflections on previous classes. Effective educators anticipate this need for recalibration and strategically incorporate activities such as mindfulness exercises, thought-provoking prompts, or brief discussions to help students center their focus (Barbezat and Bush, 2014).

This initial period establishes norms for student participation, signaling that contributions are valued, everyone’s voice matters, and the class is an inclusive environment. Through the use of humor, storytelling, or stimulating questions, instructors can create a space where students build up confidence and are equal and active participants in the learning process. 

This atmosphere is important for the faculty as well. Creating safe spaces for students to learn is essential for fostering inclusive and supportive learning environments. Having a classroom culture where students feel respected, valued, and free to express diverse perspectives is vital in uncovering views, challenging approaches and reflecting on practice. Educators must model inclusive practices, invite collaboration, and encourage dialogue; however, there is also a responsibility to address bias or discrimination when it arises (Holley and Steiner, 2005). Incorporating social-emotional learning and trauma-informed approaches with students can help everyone feel secure and understood.

While there is no right answer for all situations, below we offer some ideas that may create the best possible atmosphere in a classroom.   

Fifteen Things to Try in the First Five Minutes

Play some music

You can play almost anything on YouTube or Spotify. You can create collaborative playlists in both spaces that allow students to choose music they would like to hear. Music changes the ambiance. 

Greet students as they walk in

It is nice to be welcomed into a space. A smile and a greeting can go a long way in making someone feel like they are in the right place—like they belong. 

Move the tables and chairs into something other than rows

If you can, making small groups of tables or students in the room can help students “see” each other. It puts the focus on the students themselves rather than the screen at the front of the room. 

Start with epiphanies

A lot of unexpected learning happens between classes that may or may not be directly related to the course content. Allowing students to share “epiphanies” they had encourages them to share and can sometimes lead to interdisciplinary connectivity.  

Use entry tickets

There are several ways to use an “entry ticket” but it usually involves students creating something, either on paper or online. Padlet is a good digital tool. The idea is that students are asked to do some thinking and creating. It can also serve to see who is in the classroom. 

One quote: Five minutes of reflection and discussion

Quotes can be inspirational. Spending some time at the start of each class reflecting and sharing thoughts around a content-related quote can generate some good thinking!

Quickly create and share something

In small groups, use Legos to build animals or objects, arrange pieces of paper with single words to craft poems, or utilize Google Docs for digital collaboration. Have students share stories about their creations or read their poems aloud. It’s a low-pressure way to foster teamwork.

Remember those current events

Incorporate relevant current issues and events that connect with your students and the subject you teach. This might come naturally in government courses during an election year but can be more challenging in a math class.

Bring something important

Choose an item that represents a part of who you are—it can be anything. Dedicate the first five minutes of class to exploring its collective significance and purpose. Students can share what their chosen item means to them, why it matters, and perhaps how it influences others.

Journaling

Begin class with a few quiet minutes of writing to help students center their focus. Responding to each journal entry transforms them into meaningful conversations between faculty and students. This approach ensures even quieter participants receive your undivided attention at some point.

Say hi to a neighbor

Ask students to speak to someone they don’t usually sit beside to say hi/how is your week going. This encourages new friendships and community in the class and may offer students the chance to learn from someone new. 

Celebrate a success

Invite students to share their biggest personal or academic achievement of the week. This practice connects their outside experiences to the classroom and highlights their accomplishments.

Taking the temperature

Some faculty begin class by creating a word cloud to capture how students are feeling and use it to “take the temperature” of the room, adjusting the session accordingly. Tools like Poll Everywhere or similar platforms allow students to share their emotions, helping them feel centered while giving faculty insight into their state of mind.

Mindfulness activities: Five senses grounding activity

Describe five things you can hear, four things you can see, three things you can touch, two things you can smell, and one thing you can taste.

The classic overview

Present the session’s outcomes, then propose a schedule for the class and invite students to review it and suggest alternatives. By predefining the intended learning outcomes, I aim to give our (adult) students a sense of shared ownership over how the class will unfold.

Marie McQuade is a lecturer at the University of Glasgow, and program lead for the BA Childhood Practice. Currently, McQuade is also deputy head of the Department for Educational Leadership and Policy at the School of Education and teaches and supervises across a range of undergraduate and postgraduate programs.

Todd Conaway is an instructional designer at the University of Washington | Bothell with eighteen years of experience working with faculty in and around digital pedagogy. He was a high school English teacher and has been teaching a variety of courses at the community college and university level for twenty-five years.

References

Barbezat, D.P. and Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco: Jossey Bass. 

Fink, L. D (2013). Creating Significant Learning Experiences—An Integrated Approach to Designing College Courses. Jossey-Bass.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64. 

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed). Jossey-Bass.

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January 29, 2025
Assume the Best: Trust-Based Strategies for Empowering College Students – Faculty Focus
Creating a trust-based classroom begins with an essential mindset: students are doing their best. When we approach teaching from this perspective, we move away from punitive measures, fear-based management, and skepticism about students’ honesty. Instead, we foster an environment of learning, growth, and empowerment. Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education.

Course Design: Scaffold, Support, and Empower

A well-designed course sets the stage for trust by providing clarity, flexibility, and opportunities for growth.
- Transparent policies: Clearly outline expectations while building flexibility. For instance, rigid attendance or late-work penalties can be replaced with policies such as “grace days,” where students can submit work late without penalty. Such policies demonstrate compassion and respect for the complexities of students’ lives (Nilson, 2016; Hammond, 2015).
- Scaffolded assignments: Break significant projects into smaller, more manageable parts, such as proposals, annotated bibliographies, and rough drafts, to reduce student anxiety and provide opportunities for meaningful feedback at each step, improving learning outcomes (Ambrose, 2010).
- Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals. A co-created syllabus session fosters accountability and trust, as students feel ownership of the course structure (Cook-Sather et al., 2014).
Teaching example: In one of my recent courses, I included a “workshop day” for students to peer review each other’s drafts of case conceptualizations. This scaffolding helped students approach final projects with more confidence, and peer feedback enriched their understanding of the assignment and deepened engagement with the course materials.

Active Learning: From Fear to Engagement

Fear of failure can stifle creativity and learning. Active learning strategies help students take risks and engage deeply with material in a low-pressure environment.
- Low-stakes practice: Use frequent formative assessments such as polls, quizzes, games, or writing and discussion prompts to reinforce and retrieve essential concepts. These activities encourage participation without the anxiety of high-stakes grading (Freeman et al., 2014; Agarwal, 2019).
- Normalize mistakes to promote growth: Frame errors as essential steps in the learning process. For example, during group problem-solving, ask students to identify and reflect on common mistakes, transforming failure into an opportunity for growth (Dweck, 2006).
What to avoid: Grading active learning activities as if they were summative assessments is inappropriate. Students should feel safe to experiment without fear of punishment or penalty.

Class Participation: Meeting Students Where They Are

Participation policies can often feel punitive, especially for students who struggle with anxiety, barriers to verbal and social engagement, and students with accommodations due to neurodiversity. Trust-based strategies offer multiple pathways for meaningful contribution and connection.
- Flexible participation options: Allow students to choose how they engage, including online discussion boards, written reflections, video reflections, or in-class individual or group work. Recognizing diverse participation and communication styles builds inclusivity and reduces the pressure to perform in a single, narrow way (Gay, 2018; Dweck, 2006).
- Student-led discussions: Rotate leadership roles for class discussions, allowing students to take ownership of their learning with their peers. Provide guidance and resources to ensure they feel confident in this role.
Teaching example: One student-led discussion in my class led to unexpected insights when a quieter student shared their expertise on a niche topic that another student was interested in. This reinforced how trust in students can bring out hidden strengths and foster the courage to share in a positive classroom climate.

Grading and Feedback: Support and Guide, Don’t Punish and Penalize

Grading practices should reflect the belief that students can grow and improve. Penalizing mistakes undermines trust and discourages effort. Instead, focus on feedback that builds skills, enriches learning, and deepens understanding.
- Revise and resubmit: Allow students to revise and resubmit work for a higher grade and additional feedback. This approach emphasizes learning over performance, encourages students to take risks in their initial attempts, and reduces fear and anxiety over grades.
- Rubrics as roadmaps: Use detailed and intentional rubrics, not just to grade but as tools to teach students what quality work looks like and what to aspire to in their work. Share rubrics in advance, collaborate with students to create or adjust rubrics, and encourage students to self-assess before submitting assignments (Brookhart, 2013).
- Feedback as an opportunity for dialogue: Invite students to meet to discuss feedback and revisions. These conversations deepen their understanding and demonstrate your investment in their success.
Teaching with Technology: Empower and Encourage, Don’t Police and Instill Fear

Technology tools like plagiarism detectors and AI checkers can erode trust if used as punitive measures. Instead, these tools should guide and empower students. Hutson (2024) identifies the challenges of AI in education as the blurred boundaries between human and AI-generated content, the inadequacy of traditional plagiarism definitions, and the need to balance the ethical integration of AI with the preservation of critical thinking, originality, and intellectual property standards.

Educators should teach students about proper citation practices and academic integrity while allowing space for mistakes as part of the learning process. Replace accusatory language in syllabi with language that supports student learning. For instance, providing workshops on academic writing and citation or encouraging dialogue about the ethical use of AI tools fosters a supportive learning environment rather than punitive. Hutson (2024) emphasizes the importance of adapting pedagogical approaches and institutional policies to address the evolving challenges of plagiarism in the era of generative AI while upholding the core values of academic integrity and honesty.

A 2023 study highlights the ethical and practical challenges associated with AI detectors, such as inaccuracies in identifying student-generated content and the unintended reinforcement of a guilty until proven innocent narrative (Ifelebuegu et al., 2023). Such practices can lead to mistrust between students and faculty, harming the educational relationship. Additionally, reliance on these tools may discourage students from taking risks in their learning for fear of being wrongly accused of dishonesty (Ifelebuegu et al., 2023). 

Assuming the best about students transforms the classroom from a place of fear and performance to one of trust and growth. By designing courses that scaffold learning, encouraging participation in diverse ways, and using grading and feedback as tools for improvement rather than punishment, faculty create environments where students feel empowered to take risks and grow. Trust is not a passive belief—it’s an active choice to see students as capable, honest, and deserving of our support. What changes will you make to assume the best about your students?

Mindith R. Rahmat, PsyD, is a core faculty member at Antioch University, where she specializes in compassion-focused pedagogy, trauma-sensitive mindfulness, and mindful self-compassion. With over 25 years of experience teaching yoga, meditation, and holistic wellness practices, she integrates these methodologies into her classroom, fostering equitable, intentional learning environments that promote well-being, resilience, and flourishing.

References

Agarwal, P. K. (2019). Retrieval practice and Bloom’s taxonomy: Do students need fact knowledge before higher-order learning? Journal of Educational Psychology, 111(2), 189. 

Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410–8415.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Hutson, J. (2024). Rethinking Plagiarism in the Era of Generative AI. Journal of Intelligent Communication, 3(2), 20–31.

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.

Ifelebuegu, A. O., Kulume, P., & Cherukut, P. (2023). Chatbots and AI in Education (AIEd) tools: The good, the bad, and the ugly. Journal of Applied Learning and Teaching, 6(2).
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January 22, 2025