Summary
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.
Theory
I think it’s important, because a lot of students are nervous of asking questions in the middle of a lecture (I certainly was) even though I regularly invite them to do so, and assure them that they’re very unlikely to be the only person with that question. But staying behind for a little while at the end of the lecture provides a safer space to ask those questions. It also requires less effort from the students than a scheduled office hour, because we’re already there.
Measurable Benefits
- Improved student engagement with module
- Promotes inclusivity and accessibility
- Helps avoid students falling behind
How it Works
- Try to make time in your schedule to stay behind for an extra few minutes at the end of the lecture.
- Either stay by the lectern, or if another class is due to start in the same room, then find some space outside. (Taking the discussion outside can also add to the feel of informality, which will hopefully encourage students to participate more.)
- Cultivate an atmosphere of approachability and inclusivity: Invite questions during the lecture, and regularly check that the audience are still following things. I tell my students that they are very unlikely to be the only person wanting to ask the same question. Remind them that they’re also welcome to ask after the lecture, or by email, or at your office hour.
- Answer every question in a positive, nonjudgmental and inclusive way. If the student has fundamentally misunderstood a concept, then be patient as you work out where the misunderstanding lies and help them address it. Make it clear that you’re on their side.
Individual Perspective
This was something I began doing pretty much by accident: I would be a bit slow at packing away at the end of the lecture, and a few students came up to ask for clarification about a couple of things, and then I realised it was probably a good idea to make it a deliberate, regular thing.
Supporting Example: Dr Jagjeet Jutley-Neilson
Summary: Presence in Seminars
This may seem a simple pedagogical practice, but it is an important strategy to display availability, empathy and emotional intelligence towards students. Often teachers and academics will enact this technique naturally; however, in some instances, lecturers or seminar leaders are in situations where they have colleague replacements or their PhD students who run seminar discussions. This pedagogy essentially reinforces the idea that students are affected by the presence of their tutors or lecturers. Organising your timetable that permits your availability for your students in seminars during teaching hours can help build reassurance and a stronger professional relationship between teacher and student. This has repercussions on academic performance, student wellbeing and the assurance of an emotionally intelligent teacher or lecturer for a given module.
Other availability exercises involve utilising the opportunity to speak to students 1-on-1, this way you can gain an accurate insight into the individual student experience and adjust any strategies or teaching methods accordingly. This is also the chance to check on student wellbeing in a private conversation. Specifically, if a student is consistently late, missing assignment, classes or handing in poor work, this should be identified and then signpost the wellbeing services. It’s even a great practice to offer to walk them to the wellbeing services, a lot of students are apprehensive, nervous or embarrassed about booking an appointment. This gesture could potentially have a huge beneficial impact on student wellbeing.
How It Works
- Map out the various commitments before the year and with the department.
- Ensure that (wherever possible) you can timetable your seminar/tutor group responsibilities for any modules you teach around other work commitments.
- Make yourself available and confer the fact that students may approach you with issues relating to their learning experience.
Supporting Example: Dr Lauren Schrock
Summary:
Time for questions at the end of lectures
Students may not be comfortable with asking a question during class as they may require individual advice. In order to ensure students are supported with their questions and concerns, there are 10-15 minutes at the end of class allocated for 1-to-1 questions. This protected time ensures students are seen and supported as soon as possible, such as signposting to useful resources or addressing a pressing concern. This is an important opportunity to help students who may be unable to attend office hours. In addition, this can reduce the time required for responding to student emails since questions are responded to directly.
How It Works
Allocate 10-15 minutes at the end of class for individual questions
Individual Perspective
You learn who your students are when you can meet them face-to-face, and students appreciate that you can respond to their concerns right away. This personal attention improves the student experience. In addition, this practice can help ease students into the ethos of studying at Warwick to become more comfortable with asking questions and seeking help.