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The latest in a series of guest blog posts from students in the GCCUT program course GRAD 599. GRAD 599 is a self-directed learning experience, providing structure and context for professional development opportunities in teaching, such as workshops, seminars, webinars, symposia, and other relevant programming.

By Jafra Thomas

Since last spring, I realized that I get nervous presenting in front of people. And it is even worse if I do not know the audience members well. Recently, while covering a lecture for my major advisor, I realized the fear can show up even when presenting to students. The silence in the room was so awkward; I just stammered through the lecture. Afterward, I felt defeated and was sure the students didn’t learn anything that day. To my surprise, a student came up and said I did a good job; he smiled, and we shook hands. At that moment, I realized two things: I’m not doing as bad of a job as I thought, and I appreciated the student treating me like a person.

Connecting and building rapport with students is challenging. Both students and faculty have many things on their plate that can get in the way. Students have busy lives and attending class can sometimes just be something that they need to get through. Even for me, on that morning of my lecture I was feeling pressured to complete several tasks with looming deadlines, and so going into the lecture I was already jittery and distracted. And then throw a hundred of silent faces looking at you as you wait for a response, but one is not given! Not fun.

Luckily, during my second lecture, things were better, students smiled and even participated. I realized it was due to familiarity; they knew me and were more inclined to participate. Breaking the ice on the very first day can be challenging (even if that first day is midway through the term!) but as my experience showed me it is important.

Dave Ferreira suggests using ice-breakers to build rapport with your students. These can be done in a relatively short amount of time. If I would have used an ice-breaker that took 5 minutes instead of jumping right into the lecture, then I’m sure my experience would have been better. The students wouldn’t have seemed so distant to me if we had spent a few moments to come together and appreciate one another. Who wouldn’t want to take a moment to feel appreciated! Ferreira cites a research study that found both students and faculty had a desire to feel connected to each other but did not know how to express it.

Take the time to build rapport with your students. How much effort and attention students are willing to give a lecture or professor is partially influenced by their relationship. By feeling connected to the professor, students are more likely to develop a sense of ownership over the course, and that the course is actively being shaped to support them by meeting their learning and personal needs.

Beyond feeling a connection to the instructor or professor, Ferreira states that students also want to know what is in the syllabus, how much work to expect, and what the instructor’s policy on attendance is. By providing course expectations, personal stories, and including ice-breakers relevant to learning outcomes, or soon-to-be learning experiences, you can foster student interest and a desire for participation.

Ferreria’s article gave me some excellent tools. Next time I start a lecture, or an entire term, I’m going to make sure I include an icebreaker. I think I owe it to my students, and myself.

Reference

Ferreira, D. (n.d.) “College faculty insider’s guide to the first day of class.” Three Reivers Community College. Retrieved from http://www.trcc.commnet.edu/div_academics/idea/documents/first_day_of_class.pdf