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Class Participation in American Universities
Advice to International Students
by Dr. S. Sicroff
Grading is subjective. In many courses, the professor or instructor will not explicitly state that participation in class discussion is a factor in determining a student's grade. However, few professors are so tightly bound by a grading formula that they will base everything on formal assignments and exams. The impression you make in class will probably be a significant factor in your grade. At the very least, you should let your teacher know you are alive: it is more painful to give a bad grade to a living human being than to a faceless name on the class roster.
Look alive! The most important thing is to make it clear that you are not asleep ... or heading in that direction. Repeated open-mouthed yawning -- wherever you are, even in a large lecture hall -- is rude and instantly visible; it is an invitation to the teacher to screw you. Sitting with your feet up, arms crossed, and no apparent intention to take notes may have the same impact - or, it may impress the teacher. After all, you may have a photographic memory. But it's generally not a good idea.
What to say? Okay, so you want to get on the teacher's good side. Responsive facial expressions (smiling, nodding) may do the trick, but a few judicious questions are more effective. If you have nothing better to say, ask for a clarification. That shows that you are at least aware of the importance of what the teacher is saying. Of course, the ideal thing is not only to attraction attention to your presence, but also to show that you are thinking intelligently about the topic.
Here is an ordered list of questions and comments, ranging from the most basic to the most sophisticated:
- CLARIFICATION: Could you spell that? Could you write that on the board? What does [x] mean? What is the meaning of [x]? What do you mean by [x]? Coud you define [x]? Could you explain...
- AMPLIFICATION: Could you give an example of ...? What evidence is there that... ? How did this situation develop historically? What was the origin of [x]?
- COMPARISON: Compare, or ask the instructor to compare, the situation or topic that is being discussed with the same situation or topic at another time or place.
- PERSONAL OBSERVATION: Tell the instructor about some experience or information you have that either confirms or contradicts what has been said.
- EVALUATION: Explain why you think [x] is good or bad. Be sure to specify your point of reference: do you mean good from a moral or economic or evolutionary or logical or aesthetic point of view?
- SO WHAT? Address the larger significance of the point being discussed. Problematize: what are the relevant problems that need to be addressed regarding this issue? Is the topic really a subtopic of a larger (and more important) problem.
How to say it In most lectures, it is acceptable to ask clarification questions as they occur. Catch the professor's eye and raise your hand (or just your index finger). DON'T snap your fingers, clap, or whistle to get attention. If you're not sure the teacher has seen you, call out "Question!" When the teacher recognizes you (that is, indicates that he is ready to listen), speak loudly and clearly enough for everyone to hear (NOT just the teacher). In seminar situations, the teacher may run the class like a chairman, directing the conversation, calling on people who raise their hands, and asking questions of everybody in general or individuals in particular. Many class discussions, especially in upper level seminars, are run democratically: students just participate freely, without raising their hands. Generally, everyone is on a first name basis. Some guidelines for these situations:
- Address everyone, not just the teacher.
- Listen and respond to your classmates. Don't just switch the topic without warning.
- You can raise questions as well as make comments.
- If you are worried that people won't pay attention when you speak, you should:
- give signals that you are about to say something - lean forward, scratch your head, shift around in your seat, clear your throat [ahem!]
- start your comment with some unessential words, just to get everyone's attention:
"Well, I'm not sure about that... "
"You know, maybe there's another way to look at this problem..."
"I've been thinking about this, and it seems to me that..."- ask a quick question, and then come back to your own point.
"Excuse me, what do you mean by [x]?" ... "Well, if that's what you mean, I think I'd have to disagree..."
Set an agenda! Often, class discussions lack direction. A good student can inject some order by making a quick comment to this effect:
"Well, it seems to me that there are three points we need to address. First, what do we mean by [x]? Then we could check out the most important... [blah, blah, blah...] And finally, we probably ought to think about how this is likely to change in the future."
Notice that it is NOT essential to agree with the teacher. Most teachers like a good argument, or at least some intellectual resistance: it shows that what they are teaching is not totally obvious and therefore that it is worth teaching. Also, many teachers consciously or unconsciously raise the grades of students they don't like or students who argue with them, because the teacher does not want to seem to be punishing the student for his views.
