In any class, but especially in large classes, it is important to establish an atmosphere which conveys the professor's interest in and accessibility to students and which encourages students to participate.

Make a Large Class Feel Small

Many instructors try to "make a large class small" by treating it as such. Methods include walking around the classroom while lecturing, moving toward the student asking a question, helping TAs distribute handouts, and developing other methods that allow you to be closer to the students you are teaching. One instructor holds an "open house" during the first session in which students briefly chat with the TAs and the professor while choosing their lab sections. Group work, described in the section "Collaborative/Cooperative Learning", can also help create a more intimate atmosphere.

Encourage Questions

Most of us are reluctant to ask questions or make comments in front of dozens of our peers. When students do ask questions in large classes, it is important that the instructor respond in ways that encourage more questions. Students will not feel comfortable raising questions if they feel scorned, humiliated or embarrassed by a sarcastic response. Responses such as "I'm glad you asked that" or "That's a good question" will encourage students to continue asking questions. If appropriate, you might bring a question raised during office hours or after class into the classroom and mention the student's name, for example, "Ann asked me an interesting question about . . . ". Nonverbal responses such as smiling or nodding can also indicate your support of student questions. When asking students questions, it is important to allow enough time--at least five to ten seconds--for them to consider their response. A number of methods exist that encourage student feedback and questions. A question-answer box set up in the classroom or lab or outside the professor's office allows students to raise questions outside of the classroom. Students can sign their questions or submit them anonymously. The professor responds to the questions during class. Extra credit can be given to students who sign their names and whose questions are answered during class. (You may have to seed the process by putting a question in yourself and commenting on it as a student had submitted it.) Another way to personalize feedback is to invite students of a particular subgroup, e.g., "Let's hear from someone who lives on campus or someone majoring in science". In courses in which problem-solving is important, such as those in math or science, you might ask students to write any problems they have had difficulty solving on the board before class begins (and perhaps before you arrive). At the beginning of class, the instructor solves the problem.

Be Available

A shortcoming of large classes is the high student-instructor ratio. Being available to students both before and after class can combat this problem. Before class, you might walk around the room and ask students how things are going. After class, you can be available to answer questions. In addition, indicate that you take office hours seriously by informing students when you will and won't be in your office. Some instructors have taken advantage of electronic mail and have had students send questions or concerns in this form.

Try to Learn Student Names

Although it may seem daunting, it is important to attempt to learn your students' names. Methods facilitating this attempt include using a seating chart of students (though this requires that students always sit in the same seat), taking pictures of the students, or having them make name cards that they place in front of them during class. Taking attendance can help you learn their names and shows students that you are interested in doing so. Asking individual students to assist you with demonstrations or other equipment in the class can also help you learn their names. Once you have learned some students' names, use them to show that you are interested in learning the rest.

Relate Lectures and Discussions to Student Experiences

Some instructors integrate into the lecture information that they have gathered about students from information cards or questionnaires. Knowing the backgrounds of your students can also be used in asking for questions from a member of the band, from a person who lives on campus, etc. Show that you are open to the non-traditional students in the class by incorporating their life experiences into the class. You might also ask individuals or groups of students to provide examples or materials applicable to the class or have students complete a questionnaire, survey, or other instrument prior to class. You can then incorporate the tabulation and analysis of results into the lecture.

Pay Attention to Individual Students

One of the ways in which a large class differs from a small class is in the increased number of students who need attention from an instructor. While students who have done well in small classes tend to continue to do well in large ones, the performance of those who require more guidance from their instructors suffer in large classes. This problem can be combated by keeping an eye on students' progress by reviewing their attendance, their performance on exams and homework, and requesting reports from TAs leading discussion sections. If you notice an abrupt change in the behavior or performance of a particular student, you might have an individual conference with him or her. If a student's problem is beyond the scope of the course material, you might refer him or her to campus help sources, such as the Learning Assistance Center. If enough students are having difficulty, you might arrange group sessions to review material and answer questions. Remember also to praise students for positive changes.

Consider Your Self-Presentation

Personalizing a course also involves presenting yourself to students as a person rather than just a reader of lectures and a vessel of knowledge. While it is not appropriate to reveal intimate personal details, including information about yourself in your lectures can help personalize the learning environment. The process can begin the first day if, while discussing the syllabus, you explain your philosophy behind certain policies or your experience in how students learn best. In explaining a challenging unit, you might discuss your difficulties in encountering it and learning it for the first time. Humor and showing that you can laugh at yourself can help establish rapport with students.

Give Personalized Feedback

It is difficult in a class of hundred(s) to provide every student with individualized feedback. One way to provide such feedback to each student at some time in the semester is to comment on a different group of exams or papers each time. That way, while not every student gets personalized feedback very time, they get individualized commentary from the professor at least once during the semester. In managing the paperwork in large classes, one professor has found it helpful to have a "student mailbox" for every student. The mailbox is a manila folder that contains quizzes and other papers; it helps the instructor organize papers and offers a degree of privacy to the student. The "mailboxes" also provide a way for the instructor to review periodically how students are doing and "send" them notes on their progress. For more information on Personalizing the Large Class, see: Gleason, M. "Better communication in large courses." College Teaching, 1986, 34 (1), 20-24. Herr, K. Improving teaching and learning in large classes: A practical manual. Fort Collins, CO: Office of Instructional Services, Colorado State University,1985.

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