Participating in Classroom Discussion: A Student Perspective

Speaking in class has always been a daunting task for me. The moment I consider raising my hand, a flood of anxious thoughts rushes in. What if I’m wrong? What if my peers judge me? What if I say something that sounds unintelligent? Self-doubt often clouds my willingness to participate, but culture is also an important consideration. 

I come from an educational system where instruction is often lecture-based, and knowledge is delivered by teachers to students. This approach leaves little room for student discussion. I came to realize that my hesitation to respond in class is more common than I had imagined. When I talked to a fellow student, Zulsyika Nurfaizah, she agreed and shared her perspective. She hesitates in participating in her classes at NYU because, in her primary and secondary schools, listening to teachers is valued more than students sharing opinions. 

However, I have come to appreciate courses where student discussion and inquiry are part of the learning experience. I learned that vocalizing my thoughts helps build self confidence, critical thinking, and relationships. But for me, speaking in class is about unlearning years of conditioned hesitation. 

Here are some research-supported strategies from a student’s perspective that professors can adopt to encourage a productive and inclusive student discussion in class: 

1. One-on-one meetings: Setting up individual meetings can help students be at ease inside the classroom and form a personal connection with the professor (Mulder, Erich, Borleffs, et al., 2012). When I chat with my professor outside the classroom on any topic, assignment, or project it helps break the ice and humanize our interactions. Suddenly, the professor is not just an authority figure but someone with whom I’m familiar and can speak comfortably. 

2. Participation grade: Grading class participation can seem forceful but it often acts as a nudge for students to speak. They make a conscious effort and take class participation seriously (Dallimore, Hertenstein, & Platt, 2004). Most of my classes have a 10% participation grade and it encouraged me to contribute and made sure my voice is part of the conversation. 

3. Warmup before discussions: Jumping straight into discussion can be overwhelming, especially for those who struggle with public speaking. When professors start the class by summarizing the readings and sharing their perspective, it eases students into the conversation (Dallimore, Hertenstein, & Platt, 2004). One of my professors discusses key themes for a good 15 minutes before deep diving into class discussions and leaving us with a critical thinking question or topic to discuss. She leads conversations in a direction and lets us come to a conclusion ourselves. 

4. Flipped classroom: Students feel more encouraged to participate in discussions when they feel prepared. The “flipped classroom" (NYU login required) equips students with lectures before class and frames discussions around them. This approach enables them to prepare in advance, allowing them to better participate in meaningful discussion rather than struggling to scramble their thoughts for something to say. Class becomes the place to work through problems, advance concepts, and engage in collaborative learning (Tucker, 2023). Instructors might also ask students to reflect on readings in advance of live classroom discussion in an online group discussion board (NYU login required).

Participation isn’t just about speaking up. It's a feeling of belonging in the conversation. For students like me who have spent years staying quiet, learning to engage feels like stretching an unused muscle. This requires a lot of unlearning, adapting and growing all with the support of our professors. With the right strategies in place, classrooms can become a safe space where all the voices are heard without judgement. And that, I believe, is where real learning begins.

References

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53(1). https://doi.org/10.1080/0363452032000135805

Mulder, B. F., Erich, M. H., Borleffs, J. C. C., et al. (2012). Faculty and student perceptions of the feasibility of individual student–faculty meetings. Perspectives on Medical Education, 1(2), 86–91. https://doi.org/10.1007/s40037-012-0011-6

Tucker, B. (2023). The flipped classroom: Online instruction at home frees class time for learning. Education Next. https://www.educationnext.org/wp-content/uploads/2023/04/ednext_XII_1_what_next.pdf

Image Credit: Fizkes, iStockphoto, 2022