In response to the question “How do I get students to talk?”, student partners Bre and Silas highlighted the importance of building a strong classroom community and fostering a culture of care from the very beginning of the semester.
Bre emphasized that starting with low-stakes, small-group activities helped students get to know one another, which made participation feel less intimidating. She shared how her electrical engineering class created an inclusive environment through intentional group seating and early collaborative tasks. Her instructor’s active presence and clear communication about the purpose of group work helped normalize interaction and gradually led to more open class discussions.
Silas added that students are more likely to participate when instructors create an environment where they feel valued, heard, and safe to take risks. He noted the impact of small gestures—like learning student names, offering varied participation formats (e.g., TopHat, Mentimeter, online discussions), and taking time during lectures to connect and respond to questions. Sharing stories about learning from mistakes also normalizes vulnerability and reinforces that participation is part of the learning process.
Together, their reflections suggest that when instructors intentionally nurture a sense of belonging and normalize participation as a shared, evolving process, students are more likely to engage in meaningful ways.