Students’ perception of the classroom as a setting (e.g. inviting, accepting, forgiving, intimidating, belittling) affects their ability to adapt to its dynamics and the course’s demands. It can also impact their overall learning experience and decision to stay in HE. At the University of Edinburgh, even the smallest tutorial group (6-8 people) has learners of all ages from different social, economic, ethnic, and religious backgrounds. There are students with disabilities, different cultural identities, and different sexual orientations. There are part-time and full-time students with different work experiences, approaches to learning, and educational needs. While this diversity can be a virtue in a social science classroom where the subject matter requires an exhaustive discussion of different perspectives, it often presents grounds for students’ anxieties about “fitting in” and being successful (Reay et al 2010).
In private conversations, many of my first-year Social Anthropology students shared such concerns. They conveyed uncertainties about whether they were “suited” for this subject; could keep up with their studies; were able to understand the key ideas/readings and articulate what they think. For instance, last year I had two mature students who were both mothers of multiple children and had enrolled in the same modules. They were worried about their ability to perform in the classroom because they had been away from formal education for many years and were now figuring out how to manage their studies and childcare responsibilities. One of them found the course readings very confusing and wondered whether this meant she was not fit for this subject, or worse, to undertake HE after such a long break. She explained that they chose the same modules to feel more confident and supported in the classroom as they attended together. This strategy that helped them avoid feeling different and alone, reminded me that finding common elements between the students and the students and teacher can nurture empathy, trust, and self-confidence. To help them overcome their anxieties about “fitting in” and performing well, in out tutorials I reiterated how participation can be done in many different ways – including, by simply active listening – because everyone had different skills and experiences. As they partook in a variety of activities I designed, which allowed everyone to contribute by drawing on their experience, knowledge, and interests, they gained more confidence and built relationships with other students. Eventually, they commented that they had enjoyed the subject, loved the tutorial experience, and were looking forward to Semester 2 modules.
Ensuring that students feel comfortable attending tutorials is essential to my teaching practice. I respect individual learners and diverse learning communities by adapting my teachings to each tutorial group (depending on student composition and experience) (Zepke and Leach 2007) and strive to create an inclusive classroom experience, especially on first-year courses, when pupils’ social and academic integration matters most for student retention (Butcher et al 2006: 150). I make the time to get to know my students as individuals, learn their names; reiterate their contributions in discussions; encourage them to challenge opinions whilst respecting difference; and carefully select activities and negotiate topics relevant to students’ lives, backgrounds, and interests (Hockings et al 2010). I also talk with them about their student lives and the effects of what goes beyond the classroom so that their tutorial experience can serve the agenda of lifelong learning (Haggis 2009).
References
Butcher, C., Davis, C. & M. Highton (2006). Designing Learning: From Module Outline to Effective Teaching. London: Routledge.
Haggis, T. (2009). ‘What Have We Been Thinking Of? A Critical Overview of 40 Years of Student Learning Research in Higher Education’. Studies in Higher Education, 34(4): 377-390.
Hockings, C., Cooke, S., & M. Bowl (2010). ‘Learning and Teaching in Two Universities Within the Context of Increasing Student Diversity: Complexity, Contradictions and Challenges’. In M. David (ed.) Improving Learning by Widening Participation. London: Routledge.
Reay, D., Crozier, G. & J. Clayton (2010). ‘”Fitting In” or “Standing Out”: Working-class Students in UK Higher Education’. British Educational Research Journal, 36(1): 107-124.
Zepke, N. & L. Leach (2007). ‘Improving Student Outcomes in Higher Education: New Zealand Teachers’ Views on Teaching Students From Diverse Backgrounds’. Teaching in Higher Education, 12(5-6): 655-668.
Inna Yaneva-Toraman 