This page is based on material created by the Stanford Center for Teaching and Learning.
Part of teaching and working with students is finding and using strategies that draw all students into the course activities. At the same time, you need strategies that support students while recognizing the differences among them. The tips below will help you to create a more inclusive classroom or lab environment, one in which you interact with your students in a deliberate but sensitive manner.
- Begin the semester by handing out index cards and asking students to jot down their names, majors, and how they think they learn best. Students may need help with this last point, so offer suggestions about how you learned the material or how others have learned it.
- Make a point, early in the semester, to invite all students to your office hours (if you have them) or to ask questions after class. Some students may not be willing to approach you with questions or concerns unless they feel they have been specifically invited to do so.
- Take time before class to look over the material and think about what students may find challenging or complex. Consider what questions students are likely to ask; you won’t anticipate all of them, but taking this time will help you identify points that you may want to cover in more depth in class. Also, it may be useful to put in breaks or pauses at these points in your discussion or lecture. During these pauses, ask students to look over and think about the material for a moment to formulate questions before you continue.
- Don’t be afraid to ask students questions, but be sure that you ask focused questions about specific issues. For example, something like “If I’m trying to find the derivative of this function, what is the first step?” is better than “Is this clear to everyone?” or “Does anyone not understand this?” These latter questions can make individual students uncomfortable by asking them to highlight what they don’t know.
- After posing a question to the class, deliberately pause for a few seconds. Count silently to ten if need be. Pausing will allow students to consider your question or to formulate some of their own. If no one answers, offer a sample question of your own to model thinking in your discipline. Don’t feel that you have to fill all silence by talking or doing some other activity.
- Note who contributes in class and who doesn’t, then try to call on every student at least once in a while. Whom did you call on? Did you get back to those students who had their hands up but whom you did not call on initially? Some instructors will make a chart of the class and record, everyday, who contributes and who was called on. Try your best to learn your students’ names and use them when calling on students in class.
- Before you begin a group discussion, give students a minute (or few minutes) to reflect on the current topic and/or their notes, then have them write down some of their questions or thoughts. This exercise can be helpful during both lecture and office hours.
- Keep student groups small—no more than three to five—to allow all students to participate better in group discussions or exercises. Before they hand in group exercises, require students to record what each member of the group contributed.
- Provide students opportunities to give you informal feedback on your class or lab in the middle of the semester. Then use that feedback to make adjustments to your approach or delivery as you feel comfortable. Even if you make no specific changes, be sure to acknowledge students’ feedback; doing otherwise might make students feel as though you don’t care about their opinions or ideas.