Various techniques that can help with the initial stages of lectures or seminars to 'break the ice' and improve classroom culture using activities relating to the course or just integration exercises.

Module choice is a very personal process. Students select modules based on a variety of factors, including their own prior learning, the assessment methods of the modules and the personality of the tutor. In some cases, module choice does not go to plan. Face to face consultation for module change enables students to talk through their concerns and address these concerns at a more strategic level.

This pedagogy happens in a traditional large lecture theatre space to around 50-100 students. Students are asked to arrive at 5 minutes past the hour, I have typically a few minutes between finishing logging into the computer and preparing my notes and the target arrival time. To create a welcoming atmosphere, whilst simultaneously bridging the gap between the previous lecture and this one, I will field questions to the students and encourage them to answer by offering small sweets and chocolates as prizes! The students have told me directly that they love this component of the lecture and they feel it ‘breaks the ice’ and simultaneously switches their minds to the topic in hand.

Use of polling software such as Vevox to promote engagement. Being able to utilise software that encourages the whole classroom or lecture hall to engage can be an effective way for staff members to gauge progress and participation. But also, students are able to take part in an enjoyable and creative exercise that diverts from the traditional didactic teaching method. Furthermore, it is an inclusive approach that allows students who are less willing to e.g. putting their hand up, to participate, generally in an anonymous fashion.

To be used in lecture classes of around 100-130 students but also with class sizes of 14 students. In two hour sessions, the teacher delivers the first half of the session, pauses and gives the students a choice as to whether they would like to take a break, and for how long, or whether they would like to continue so that they can finish the session early.

This is a very straightforward and easy practice: stay behind for a few minutes at the end of a lecture in case any students have any questions they’d like to ask individually.

This practice is aimed at using the natural resources that are provided within a classroom. The format of a classroom has a large contribution towards the culture and dynamic of the learning environment. Appropriate management of how staff and students interact in a given educational “place” – composed of physical space and its constructed meaning – is of great importance of both pedagogical efficacy, as well as student and staff wellbeing, including for the management of “social risks” such as professionally inappropriate interactions. Teachers should learn to think actively, though naturally, about how places will be used as they transition from one context to another. Attention should be given to reading the opportunities, limitations and risks that a given physical space and arrangement presents, with pre-emptive planning on how to maximise positive and minimise risk of negative experiences and outcomes. Particular consideration should be given to how power dynamics might playout in a given space, between staff and students, and students with one another. Practically, this pedagogy could be viewed by avoiding negative or unconstructive classroom set-ups.

At the end of each day students are asked to complete a feedback sheet with regard to the days teaching. On the feedback sheet – either paper or could be digital - there are four boxes headed: Liked, Disliked, Insights, Queries. The tutor collects these from students at the end of each day and looks through them. At the first session the next day queries are responded to and dislikes acknowledged and any remedial action that could be take is mentioned.