Ground rules improve interaction and discussion
If you use active learning methods, not all students may participate actively, even though that is the expectation. This can happen if students feel insecure or uncomfortable about speaking up. It often occurs when they are unsure about how to engage respectfully with you as a teacher or with their peers.
Whether students are discussing their approach to a maths assignment, or their political viewpoints; promoting a safe learning climate works the same way everytime. Discussing expectations of how the students can express their knowledge or opinions in a group will promote a safe learning environment in all teaching situations. In addition, a discussion about what is considered 'active participation' benefits students from all academic backgrounds.
It's best to draw up the ground rules together with the students, this way they become co-owners of the rules themselves. You can do this, for example, by having students write ground rules on post-it notes and pin them to a board. You can also collect statements anonymously, for example with Mentimeter.
Examples of such jointly established ground rules could be:
- we communicate in a respectful way;
- we show interest in each other's points of view;
- we appreciate it when differences of opinion are expressed (and we recognise that this is not easy for everyone);
- we give room for mistakes and learning.
You could also remind students of the commonly used rules for communicating in a connecting way, such as 'be an OEN' (being Open, Honest and Curious). See this image for six common rules of thumb. You can also print this document and hang it on the wall of the classroom.
Take a close look at your teaching: is the learning climate safe?
To determine if there is a safe learning climate, engage with your students to understand their experiences.
One way to do this is by bringing up the topic directly in class. However, it's important to approach this in a way that ensures safety for all. If, for any reason, students don't feel comfortable speaking up, they might either say everything is fine (when it's not) or remain silent altogether.
You can avoid this by using exercises that guarantee (some degree of) anonymity. For example, the 'exit ticket' exercise. Here, the students write down how they experienced the learning climate on post-it notes before they leave the classroom. They can answer a specific question, for example:
- Did you feel well understood?
- How did you contribute to a safe learning climate?
- What worries you?
Have the students put the post-its on a stack as they leave the classroom to make the collection anonymous and therefore more safe. For larger groups, an online tool such as Mentimeter can be more fitting. Discuss the results at the next class.
If the discussion and observance of the ground rules go well, active learning exercises will be beneficial for even more students.
This tip is based on the VU Mixed Classroom Educational Model. This model includes more examples of how to create a safe learning environment.