This week we’ll hold our first online Discussion Forum. It’s an optional bonus week: if you participate, you’ll earn credit towards your final grade; but you’ll still have 12 more chances to earn the full credit you need for a 4.0 in the course.
I’d like to focus our online conversation this week on community standards. Respond to one of the prompts below, or to the comments of your fellow students, to help us create a supportive, collaborative, safe environment for our work together this semester.
Remember, you can be very brief in these comments, but you need to add something new (an observation, an argument, a quotation, a question). For full instructions on participating in the discussion forum, click here. Your comment should be submitted before midnight on Wednesday.
Prompt One: How can we ensure that everyone is able to contribute and participate?
I think that with the large classroom, it is especially important to be mindful of time so that everyone is allowed to talk. While some people may prefer to speak in the large setting versus smaller group settings, or vice versa, I think that, in both, the more people who are allowed to speak will help to create a more diverse set of ideas for the classroom.
I agree with Riley’s comment above. I also think that the families are a great way to participate if one doesn’t feel comfortable speaking in front of a big lecture. Students can participate and contribute by posting comments, questions, or opinions in the family forum, creating an open discussion for all students. Going off what Riley said too I think that since there is such a large number of students in the class it may be helpful to include others by not taking over the conversation and letting your peers speak if you have already spoken a lot.
I think shifting our definition of participation to “contributing to the community of the classroom” is crucial for such a large class. It’s impossible for everyone to contribute vocally in class, simply because there’s just not enough time. Even so, I think that it shouldn’t be constantly expected that students even want to talk in a class setting. Because of this, contribution should be gauged as contributing to the greater community in some way. This contribution can range from thoughtful comments to a helpful response on one of our projects. Maybe it’s answering a friend’s question after class. Participation doesn’t always have to be raising your hand to speak, or even taking charge of the discussion in your family. However, taking the time to make sure your fellow family members feel comfortable enough to be themselves and express their thoughts through their family forums, discussion assignments, or reflections, can really help the class community as a whole. Overall, just make sure that you’re giving everyone space to express themselves without judgement.
I completely agree with Claudia, I think that it’s important to be realistic in terms of how often everyone is expected to participate, especially in a class this big. Participation takes all different kinds of forms, and classes usually can’t function when everyone is participating in the same way (i.e. everyone in the class raises their hand to talk all the time). Taking notes, actively listening, discussing in small groups, and as Claudia said, giving feedback to your classmates, are all ways of participation that I’ve found help move classes forward.
I agree with Claudia’s comment and it is similar to what I was going to mention. Often the best form of participation is viewed as speaking in class discussions, but even in a smaller class that doesn’t always work for everyone. Since this is a large class it is especially important that we “shift” (as Claudia says) away from that mindset and appreciate other forms of participation like giving thoughtful feedback, completing their work, and reading/responding to forum posts. Even if someone doesn’t interact with the entire class, interacting with a partner or with their family is an equally as important and useful contribution.
As the others have said, it is important to be mindful of being respectful in the smaller family group. The family groups are perfectly designed to make the space more comfortable for all participants and thus it is very important that everyone listens respectfully within the family. Also, some people might not feel comfortable speaking to the class as whole while others thrive presenting ideas to the large audience. For those who report to the class as whole, they must remember to credit ideas to their group or specific family members to promote inclusion and participation. Additionally, actively reading and replying to discussion boards is another great way to ensure participation and collaboration.
I agree with becyy in the sense that it is vital for the people who are comfortable sharing in front of their whole class to accredit those who gave them the ideas within their family. This will continue to encourage the ones who are more shy to shair their opinion and make them remember that their voice matters and they are being heard. These blog posts are also a great vessel for people who are shy to voice their opinions in. a way that is comfortable for them.
When leaving class last Tuesday, I heard classmates comment how loud our class was – no one had experienced a class that large before. Keeping that in mind, it is extremely important to be respectful of others by being quiet when others are asking questions or trying to contribute. People have different comfort levels when speaking in front of a group (whether the group is a hundred people or two people). To respect one another in both large and small class discussions, it is important to remember the power of silence. To promote participation, we must challenge each other (while others are speaking) to contribute through respectful listening.
I shared a similar experience to Juliet, when everyone was asked to speak in small groups last Tuesday it was the loudest I had ever seen a Haverford classroom. I tend to be a student who speaks up when the classroom is silent so I really appreciate Juliet’s perspective on the value of silence. As Juliet mentioned, it will be important for students like myself in our class to contribute when appropriate but consider to remain silent in other moments to give other students an opportunity to contribute. To add on to Juliet’s response, I also think there will be immense value when working in smaller groups, whether that be in our families or with adjacent neighbors. This type of setting will allow more voices and thoughts to contribute and be heard.
With such a large class participation in a group setting may be difficult to do. I think being attentive and participating in your family is very important as well as voicing opinions on the reading when you feel strongly about something. Everyone should be aware of the space they take up in class. I agree with Juliet and Riley to focus on small group participation and to understand this is a larger class
I agree with Bela! I think additionally, if someone is voicing an opinion they feel strongly on, and something they have knowledge on, everyone should give them the space and respect to do that. If anyone wants to speak, they should feel free to speak, and feel respected enough to do so.
I agree with everything Naomi is saying. Especially since the class is so big, it could be hard for everyone to talk. I don’t know if there is a workable solution that will solve the whole problem though.
I think with a class of this size, we aren’t going to be able to have the same kind of classroom participation that we may be used to, however I agree with a lot of what has been said. I think making sure they people feel supported enough to speak is the most important thing to think about when trying to participate in a class this size. I also think utilizing our families as much as we can is super important, because if we have good foundations then I know we will be able to feel more comfortable speaking in class if given the opportunity.
I agree with Lucy about the importance of making each other feel supported to enable discussion. We need to practice listening attentively to our classmates’ comments and concerns whenever they arise. I think this is especially important in the context of the families, as these groups are probably most people’s only forms of in-class discussion. Even talking in front of 20 people can be intimidating for some people, so it’s only fair to them that we give them the respect and encouragement to do so.
For such a large class, the issue of participation will naturally be a difficult one to tackle. Splitting into families is a good start, as I feel that the smaller, discussion-based groups will help everyone’s voices be heard where they otherwise would not. However, the sheer size of the class packed into that classroom can make it so that it is difficult to hear other family members during discussion periods. If possible, I think it would be very helpful if two of the five families could go out into the hallway right outside the classroom for discussions, as that would allow for more space for everyone involved and a tolerable noise level that would not drown out the discussions taking place.
I think that it can be beneficial for group members to actively encourage other members of the group to participate. It can feel intimidating to find a moment to join into a conversation, so it can be helpful when other group members give people the opportunity to do so. This can be done by asking someone who has not had the opportunity to contribute if they have anything to add or what their opinion of something is. Of course, being respectful and nonjudgmental is also important so people feel comfortable joining into a conversation.
Well said! I think it’s important to remember because it is such a large class and everyone has different knowledge about mythology, we all must remain patient with each other especially since others, like me, might not know a lot about mythology.
A system we could possibly create could be to have a container where students can choose to leave an index card or sticky note with something they might not have gotten a chance to say during class.
I really like this idea. Maybe there could also be an online alternative to this, such as a separate forum on this website or a Google form. I think this would definitely increase contribution and participation, especially from students who may not feel as comfortable speaking in class.
Sticky notes would be a great idea! plus it would be easier then emailing the professor. Maybe there could be a forum here for questions people had in class so that both the students, TA, and professor can see it. Anyone could respond and it would be a good place to explore ideas
I think that breaking into smaller groups for discussions is going to be the key. Obviously, we have our families, which should help a little, but trying to talk to a hundred other people would probably be a little difficult. Also, I think it is important to keep good track of time so that everyone has a chance to talk.
I think there are a ton of important points brought up in this discussion. The large size of the class makes it difficult for people to share their ideas and responses to class material outside of families. That being said, I think the class size also provides the opportunity for unconventional ways to participate. Online tools like Sli.do make it possible to create polls, ask/answer questions, and share thoughts about readings/etc in a form where everyone can contribute without the pressure of speaking in front of the whole class.
Ok so as soon as I posted I realized I submitted it wrong so just ignore the thing at the bottom of the page (reposting in the correct spot this time)
I think the best way to make sure that everyone contributes is to focus on what that means within small groups. As someone who traditionally doesn’t like participating in large groups, I’ll definitely be trying to do more within the family. Another thing that I think was said already in class but for the larger projects, having them be collaborative to a certain extent is a way to help everyone contribute as well.
I think that breaking discussions into smaller groups will help people to feel comfortable participating. Some students may have apprehensions about sharing their thoughts and opinions in front of the entire class. So, having discussions with Family members or the people sitting next to you for a few minutes might help people to flesh out their ideas and talk through different topics. After that, people in the class may feel like their opinions are more well thought out, leading them to want to share when the conversation opens up to the entire classroom.
Mixing up participation methods and discussion groups will add the necessary variability to ensure each individual can be involved in the course. While the large class size may be intimidating to address as a whole, over time the class will become familiar with one another and this will feed into the interactive, collective spirit that exists among the community.
I think that the use of weekly forums will be highly beneficial to everyone communicating. It can be hard to speak in a large class so having a stress-free environment such as this one is a great tool. Hopefully contributing through the forum will become a regular form of contribution. I’d love to see forums after class alongside the weekly mandatory forums as opportunities to contribute if one couldn’t find the space within the class that day.
I definitely agree with all the points that have been made so far. Particularly the ability to contribute in smaller groups and by engaging in the forums online every week. I have not yet been in a class this size, but I have always valued weekly forums and being able to read the opinions and thoughts of my classmates. Because everyone won’t necessarily be able to voice their opinion vocally or in class, it is really valuable to hear everyone’s ideas in a low stake setting in the place of an online forum.
I think having online channels of participation is important for everyone to be able to participate in such a large group. I also think having times where we are talking to our neighbors or a small group can help give everyone a chance to speak.
Prompt Two: What have you valued about other classroom environments?
In other classes I have really appreciated good planning and organization. It makes it easier for me as a student to learn and create my own work schedule when I know the due dates and expectations for class sessions to come.
I agree with Deklan. I was in Age of Athens last semester and Dr. Farmer and Prof. Shirazi did an excellent job of keeping the course schedule up to date so that no matter how things throughout the semester shifted we always knew what would be expected of us in the days and weeks to come. This helped me stay organized and on top of my work. I have also enjoyed the clear structure that has been in Roman Revolutions, Age of Athens and continued in the course. By this, I mean that before the course has even started I know what I need to complete in order to receive the grade I would like. This means that I know exactly what I am getting myself into and it makes it easy for me to communicate with my professors if anything needs to be changed.
One thing I’ve really appreciated about the learning environments in many of my other classes is the emphasis on valuing different methods of contribution. In a class as large as ours, we’re not all going to be able to contribute vocally to a whole-class discussion, so it’s even more important for us to consider the different ways that each of us may feel comfortable contributing to a discussion or activity. The courses I’ve taken that have provided multiple
ways for a student to contribute have, in my experience yielded the most valuable conversations. In one of my other classes earlier today we spoke about the fact that each of us really value the space we’re given to anonymously ask and answer questions in class so there isn’t that fear of having your name attached to something you’re unsure of.
To Wyatt’s point about a shared space to ask and answer questions, I think this is vital not only for students who may be scared to speak up in a large class but also for Professor Farmer. With such a large class, I’m sure many students will have similar questions/ concerns. In other classes I have really valued the use of Piazza. This platform acts as a hub for student questions that can be answered by Professors or TAs. Using this platform allows students to ask the questions they may be scared to ask or didn’t get a chance to ask while also eliminating a flood of similar emails to the professor.
Continuing on the idea of the Piazza, if I remember correctly, students can also answer student questions on Piazza. Students replying to peer questions would alleviate some of the work for the professor and allow for further student engagement with the material. The professor could also still answer if the student answer wasn’t perfect or no students answered.
I wonder if it is possible to add an anonymous post feature to this site so another website would not need to be added, if adding Piazza does not work.
Piazza is new to me but I will take a look at it!
I really appreciated this point about there being different ways for people to participate. I’ve noticed myself that I personally participate more effectively in discussion forums as opposed to raising my hand in a large class environment. I especially appreciate discussion forums as it allows me to be more thoughtful about my comment as opposed to thinking on the spot. Other times, turning to my neighbor to discuss something one-on-one is an effective method of contribution as it allows everybody in the classroom to be thinking out loud about the same topic and motivates all to generate ideas.
Something I have valued before about other classroom environments would be when the professor periodically checks in on their students. Whether that would be asking if there are any questions, or in general making sure that they are not going too ahead, or too slow, I have always appreciated the “check ins”. A classroom where students can trust their professor in their teaching style is one that will foster the best learning enviroment.
I agree with Ben. In one of my previous classes, the professor would walk around while we were working on problems individually or in small groups and make sure that everyone was on the same page/answer any questions. Even though that isn’t feasible in a class as large as this one, I definitely think the families will help to foster an environment like this where each student can ask questions to their peers and the professor, and also feel like they are not isolated from the professor or the class in general.
I thoroughly agree with Ben and it is often very helpful when a professor checks in. In other classes I have appreciated when after a professor has finished explaining a difficult or challenging concept they allow an environment where a student can feel comfortable asking them to re-explain the material or explain the material in another way.
I agree with Ben. In another class, I found myself struggling with a few concepts. The professor helped work with me for a few minutes after class to make sure I fully understood the concepts. I know a one-on-one session is difficult considering the class size, so I appreciate Dr. Farmer’s inclusion of families to help with any issues with the material.
I appreciate when a class is flexible to the nature of the students in the class. For this course, I appreciate that Prof Farmer is already thinking about making adjustments to how the course is run based on the large class size. I think taking student feedback is valuable rather than being rigid in course plans.
I have valued in other classroom environments the ability to be able to talk to both my professor and the people around me. Feeling like I can ask for help from my professor or peers that I know, or even discuss the material is vital to my learning experience. Ensuring a space is judgement free is also important to me in a classroom environment!
I agree with Sarah that it is important to establish that the classroom is a space where everyone has an opportunity to share and not feel judged. Especially given that the class is very large and has such a variety of people, I think that it is important to listen to everyone who wants to share so that everyone can learn from the variety of perspectives and experiences that people have had.
I agree! In a previous class, my professor would have us all fill out an anonymous “exit survey” after every book/unit, where we were able to briefly talk about what stuck with us from class discussions and give a shout out to a peer’s contribution (if someone referenced one of your ideas in the survey, the professor would make sure to forward that comment to you). This was a great way to give feedback to the professor on the success of the unit as well as support fellow students without the pressure of judgement.
One thing I have valued about other classroom environments is the emphasis on discussion, as this allows to me engage with the course materials in a meaningful way. I have particularly found small-group discussions incredibly helpful, as they allow me to share my ideas and to get to know my peers better. At Haverford specifically, the emphasis on discussion and collaboration has been important to me.
I agree with this post as discussion led classes often have the most successes and attentiveness. As we have the opportunity to be placed into families, we should use this to our advantage to engage in small group discussion. Everyone will have different opinions and it’s important to have group discussion.
I have valued being able to discuss the material and contribute to the discussion by the professors allowing students to guess or to make specific distinctions about what we may be seeing or reading. It helps bring more to the class by creating an environment everyone is comfortable to speak in, and also to the discussion because we can talk about what interests us on the readings and learn with what catches our eye.
I have valued the use of multimedia to make the delivery of the material more interesting and more accessible. I have also liked the use of “clicker questions,” which involves the professor presenting multiple choice questions to the class and the students providing answers anonymously using a clicker. This allows the students to assess their individual understanding of the material without feeling embarrassed if they answered incorrectly. It also allows the professor to pinpoint areas where the class needs additional help. Since clickers for this size class seem unrealistic, the use of an app like Kahoot could work just as well!
I really like the idea of “clicker questions” or a Kahoot to engage students’ understanding. I think having multiple methods of content delivery and assessment is really important and especially valuable in a class of this size. Another option could be something like a class Quizlet or dictionary where everyone contributes a definition of a term or a concept that they found interesting! It’s an easy way for people to teach others and solidify concepts for themselves 🙂
I have used kahoot before and I think it would be a great idea to use them in class. Similarly, I think that the best way to keep such a large class engaged is to keep the lessons fun. I have definitely had the most success in classes where the lessons teach in a story-like manner (such as history in general, or textbook that include stories). We are already doing this by reading familiar books like Percy Jackson and Circe, so I think it would be a good idea to engage students in conversation, either in class or on online forums, about the books in general (favorite characters, settings someone wants to visit, etc.) and then narrowing it down to a topic that’s specifically relevant to mythology.
I agree with the use of interactive media in class as a way to stay engaged because it changes not only the mode of interaction, from sitting and listening to direct and continued engagement, but it also works as a kind of checkpoint for understanding as having games with key terms or a dictionary type system allow for stand out information to be rehearsed and understood since discussion in a class this large could divert from key material more easily and cause some confusion, at least for me.
I value the ability to work at my own pace, which this class does sort of offer, with the family’s, and in theory doing work whenever you want within the limit. It allows me to plan for other classes, while also finding time to do work, and knowing when it needs to be done.
I really appreciate collaborative environments and a reasonable and engaging workload. It also helps me when assignments are posted in an easy-to-follow, well-organized manner so they are easy to keep track of.
In other classroom environments I have appreciated a sense of collaboration with the professor and other students. This to me is a place where everyone can share their thoughts and also build on, or counter, the thoughts of other students in a respectful and productive way. I feel this is valued because it allows us to open up to other thoughts and points of view.
I agree with this, I think it’s really important to have collaboration in order to learn from others. Hearing other people’s points of view and what they take from readings and content helps me further my own learning past what I originally think about something.
I have taken a classics class taught by a graduate student. I really appreciate her responding to and further developing each one’s response instead of just saying “yeah great interesting” like some professor I had. Her acknowledgement helped me gather the courage to speak in class. I personally used to feel insecure about speaking up in class, and if the professor just jumped to another topic, I would become anxious that if I said something too basic or off-topic.
In the classes I am taking I enjoy when the professor is organized about the things to come ahead. So I know this isn’t a class that just goes with the flow of the class. This is helpful for me because I like to stay on top of my work and not have any surprises that would lead me to mess up in my other classes as well. Another thing is knowing how big the class is and understanding that not everyone will speak. But understands that some will feel more comfortable speaking with the people in their families.
What I have valued in other class environments were the encouragement to participate, but not the pressure to do so. As a quieter student, I find that sometimes for other classes I come in nervous that I am going to be cold called. I think families are really beneficial to people that are more soft-spoken or shy because its easier to participate in a smaller setting with people you are comfortable with. I also appreciate the format of this website, as it helps me be organized and I know exactly when things need to be done. Classes where I feel comfortable and knowledgable of expectations for each class make for a good overall environment.
I completely agree with Sophia’s assessment of a comfortable classroom environment. In a course with so many students, there are a multitude of personalities and behaviors that respond differently to each activity. Being able to accommodate shyer students with more outspoken ones is something I value in a classroom setting. I’ve found that courses that ask questions to the entire class may get mixed results as students may harbor confusion over what was said and be unable to respond, creating silence and putting a pause in the lecture. The best way I’ve seen professors avoid this is by adding some comments that slow down the pace of the discussion by checking in with students and ensuring no one has any questions over what was said. I’ve also seen professors clarify and add more details to their questions when they ask the whole class and no one responds in five seconds or so. I believe that by keeping a conversation going, the classroom setting remains stable and allows students to develop the time to fully interact with the materials and professor.
While I agree that being encouraged, but not forced, to participate may be an advantage of some classes, I personally feel like this class goes about participation slightly different. We, of course, have our families to talk to, but I think the aspect I value the greatest is the fact that the environment created by the professor and the students makes it so participating in class is not such a big task to undertake. In other classes, I would feel pressure to always say the right thing, but with this class, all opinions, viewpoints, and experiences of the student are unique to them and can have a meaningful impact to our class conversations.
I have a tendency to obsess over certain projects, and go into strange niches. One of these examples is my profile picture of Marlene Dietrich, where a six week sophomore year project essentially became the reason I got into Bryn Mawr. What I appreciate most is a professor who encourages the idea of diving into things that really interest you. I have a couple ideas for my creative reflection that I am very excited about.
It’s not specifically a teaching specific thing, but I’ve appreciated when professors didn’t have every classroom light on? Especially in that room, it can feel like you’re sitting under a spotlight, and that can be distracting for some people.
Other classroom environments that I valued encouraged group discussion and challenged students to critically think about problems. Looking at the syllabus, I believe this class will be a positive classroom environment for all.
One thing that I have always liked in other classrooms is when expectations are set early from both the professor’s point of view in terms of student work and from the student’s point of view as well with respect to the components of an inclusive environment. This helps the students set a plan early in the semester for achieving the most they can in the classroom, and it also makes the student and the professor feel more comfortable and approachable.
Another thing I like about the classroom environment is the opportunity to meet new people! Because we are in big families in this class, I think there will be plenty of opportunities to interact with new peers and form new relationships.
Prompt Three: How can we respond productively and critically to uncomfortable material or problematic statements?
I think that it’s super important to fully understand the material or statement at hand. A lot of issues are often created due to a lack of listening and understanding. When we do fully understand and it’s still uncomfortable or problematic we must take the proper steps to analyze and find solutions to issues or at least see how we’ve changed and progressed since the time these issues were presented.
I agree with Jason it is important to understand why something is uncomfortable or problematic. I also think that when discussing this material, it is crucial to have a respectful and open environment where students can feel comfortable expressing their discomfort and engaging in conversations that keep in mind the many different perspectives of the students in the class.
I definitely agree, especially to your point about taking time to try and gain background & understanding regarding the material/subject at hand and get as much of the history & nuances as possible. In a similar vein, I think one way we can respond productively and critically to problematic statements that might crop up in class/discussions is remembering that there is a distinction between problematic statements/someone who says something problematic and a “problematic person.” I’ve been in classes before where someone has said something problematic but not from a place of malice or with intent to hurt but simply from a place of never having been introduced to another perspective or not yet understanding why exactly what they said was problematic to others. But sometimes, instead of addressing why the statement or thought process was problematic, people respond with ad hominem attacks that lead to arguments and negative outcomes, which often do little to inspire people to educate themselves on why their initial, problematic statement was potentially hurtful. People in this class may come from very different life experiences and may have very different levels of understanding & personal knowledge of different sensitive topics, and I think reacting calmly and respectfully if an issue crops up while listening to each party and really having a conversation could foster some really constructive communication.
I think it’s important to consider the context in which content might be considered uncomfortable, offensive, or problematic. To elaborate, I think it’s important to keep in mind that people come to class with different experiences, sensitivities, traumas, and fears. Therefore, we have to approach potentially uncomfortable topics with a great deal of sensitivity because we have no idea what the emotional implications of certain uncomfortable content is for different people. We must be thoughtful and mindful about what we say and how our words might be perceived. This can be accomplished through trigger warnings and options to step outside but also adequate encouragement and support from peers and the professor to engage in difficult conversations.
I think it is important to not only speak with respect but to listen with respect as well. Understand everyone has their own opinions and to listen to their perspective. Try to become aware of what they are saying and try to view it through their perspective. When responding to others be respectful of one another and understand not everyone will agree with you and as long as we handle the discussion with respect it can be a welcoming environment.
I completely agree. I think an environment of mutual respect is essential to an enjoyable classroom experience because we are all going to ingest different media in different ways and we all should respect that not everyone is going to think the way that we do. Additionally if there is a sense of mutual respect then we will all feel more comfortable actually being able to talk if given the opportunity.
It shouldn’t be avoided, but it also shouldn’t be glossed over. As long as all applicable content/trigger warnings are presented prior to the material, we can minimize discomfort within the classroom. Also, a healthy discussion that addresses all the problematic aspects of something will be conducive to a productive, welcoming classroom where all feel comfortable.
I think that, to put it simply, when we reach moments that make us uncomfortable, we should be unafraid to call them out. Moreover, it’s important that, especially in such a large class, we makke sure the uncomfy commenter feels valid and supported.
I think that when we encounter uncomfortable material, it is always useful to critically consider the context in which the material was produced. Lots of the material we will be engaging with was created in a completely different time, where attitudes surrounding certain topics were very different from ones we now have. While this chronological and cultural divide does not mean we have to excuse or discount our reactions to the material, I think it does mean that we need to take the time to consider how such material would have been received by its original audience. To respond productively to uncomfortable material, we need to be able to examine it through both a scholarly, critical lens, and an emotional lens. Both, in conjunction, I believe, can be incredibly useful when analyzing this material.
In situations like these, it is important to acknowledge what is uncomfortable or problematic in the first place. This way, we can discuss it and act accordingly (such as holding people accountable). This has to be done with respect, but it should also not deter us from facing hard topics head on. One of the best parts about this class is that we can tackle difficult questions and then learn from them; however, this only works if everyone is empathetic and patient.
Effectively responding to uncomfortable material or problematic statements can be achieved by directly responding to the individual/controversial statement. Engaging in dialogue provides the opportunity to a positive outcome and minimizes further conflicts in regards to class discourse. This is a recurring theme in Haverford classes and I anticipate this course will be similar, despite the large numbers. The key is creating an environment where people are comfortable sharing thoughts and opinions.
Prompt Four: What can we do as individuals to foster an inclusive classroom and support one another’s learning?
I think that when we are in smaller groups, it is important to make sure that every group member has time to share their thoughts. I also think that it is important to remember that everyone has a different background. Some people might have a strong background in greek mythology while others might be learning about it for the first time, but everyone’s thoughts are equally important and should be shared.
Jumping off this point, its also important for all of us (regardless of previous experience with myth) to remember that there are many different variations to each story, and to be respectful and understanding if someone shares an opinion or interpretation based on a version you haven’t heard before in a group discussion.
I think it is important to stay judgement free during discussions. Discussions tend to be most successful when the participants keep an open mind and give each other room to make mistakes. Personally I feel more comfortable sharing when I know that I am in a space where mistakes are encouraged and my peers wont be rude if I answer something incorrectly. 🙂
Since this is such large class I think a lot of learning can be done in small groups in and out of the classroom. Really leaning into our families and creating this smaller community will foster an inclusive environment. I always think an inclusive environment is one that people are comfortable in. Discussion creates learning and this can be done in small groups and especially when we meet as a family. Creating relationships in our families where we get to know one another and our family’s specific learning styles will allow people to feel comfortable.
I agree with Lauren! It is very important to meet people and get involved in your families. Learn how others think and be ready to engage in conversations with others and understand new perspectives that you may have not thought of. Be welcoming to new conversations with new people and it will create a comfortable environment. Families are here to support each other!
I think that in order to foster an inclusive classroom environment, there should be opportunities to be wrong where there is room for everyone to change and improve. I think with this, students individually need to not be stubborn with their thoughts, but open to others’ opinions as they provide new perspectives. Along with this, constructive criticism, rather than being critical or condescending, is vital in forming an inclusive and supportive classroom environment.
I agree. I think an important part of this is listening without judgement. Instead of just focusing on what you want to say or how you’re going to critique the person speaking, I think we have to really listen and try to understand what our classmates are saying before responding. Because of the large class size, speaking up can feel intimidating, so it’s important that we allow everyone to be not just heard, but understood. Maybe we can focus on asking questions rather than immediately critiquing someone’s argument.
Absolutely listen to what others have to say, and never diminish anyone’s thoughts on something. In such a discussion-based class, it is essential that everyone shares their thoughts and opinions freely and without fear of judgment.
In order to foster an inclusive learning environment, especially in small groups, no one must be left out of the conversation. It is important to ensure that each person has the opportunity to contribute to a discussion and one person is not speaking over others. It is also essential that we refrain from judging others for their level of knowledge about Greek Mythology. Everyone comes from a different background, and it is important not to make assumptions about people’s knowledge. Overall, the most significant aspect of achieving an inclusive environment is encouraging open conversation and not belittling others if they get an answer wrong; instead, we should lift each other up.
I agree with Emily that it’s very important to make space in the classroom so that everyone’s voices can be heard, especially in small group discussions. It’s also vital to create an environment in which people feel comfortable sharing and making mistakes, so that even those who don’t have as much experience with the subject matter can share. Creating a welcoming and inclusive safe space within the classroom and especially within family groups where we listen to each other and try to support each other rather than judge others is crucial!
Because of the size of the class, I think as individuals it is important to remain as engaged as possible during the time we have in the classroom. Since there are so many people, having time to discuss things in and out of class may be beneficial, and being as judgment free as possible during this time would help to improve how everyone is learning from each other without fear of making mistakes.
Aligning with other comments below, being mindful of others’ presence in the classroom and encouraging positive, open discussion would be effective in fostering an inclusive classroom. As the class shares the same learning goals, supporting each other along the way is crucial to succeeding in the classroom.
Prompt Five: How can find support and connection within our unusually large classroom community? How can we be creative about ensuring participation in this large class?
Given the size of the class, I think finding a way to eliminate that feeling of “all eyes on me” when contributing would be greatly beneficial in promoting participation. Breaking out into smaller group discussions and then bringing it back as a whole class to share each group’s unique discussion points has been successful in other large classes. Additionally, I think maybe doing group presentations would make for a fun, engaging, and less nerve-racking way to do the myth presentations Dr. Farmer discussed.
I think that Andy is spot on here. Speaking in front of the entire class may be scary for some students, but they still deserve an opportunity to share their voices. I think that the family structure provides a phenomenal opportunity to contribute to smaller group discussions, and have those who are comfortable can present to the larger group. Additionally, This format may create a more comforting environment and eventually support people in speaking to the whole class.
I think that utilizing the family groups during class would be helpful in fostering a sense of community in such a large class. These groups provide a sense of familiarity and give students the opportunity to form friendships with peers. Establishing these relationships and having the same group over the course of the semester could encourage students who are uncomfortable in large groups to participate more since they are familiar with the students in their family.
Like Erin said, I think that the family groups are a good way to make the large classroom community feel smaller. The journaling activities and the ‘share with your neighbor’ method are helpful ways to ensure everyone is participating without it being too intimidating. I also think that the interaction people can have over the discussion forum is valuable and if we had a portion of class devoted to salient contributions there would be better flow between online modes of participation and the in-class experience.
I think that our unique classroom setup is definitely going to require some getting used to, but there are so many benefits of a large class, especially for thinking of and sharing new ideas! However, the current size of the class may seem a little overwhelming, especially with so many voices, so I think it’s important to be mindful of our volume and also try to foster an environment where sharing is safe and encouraged. I think groups are a great way to do this, but my group was also thinking of making smaller groups of 4-5 to try to combat the size of the group and not yell over 3 rows to be heard. This way you could also make new groups each time to get to know all of your group members!
This is a great idea! I definitely noticed that the families are fairly large and it’s difficult to hear everyone in the group, let alone connect or have discussions where everyone’s voice is heard within in the group.
I think breaking up into small groups (3-5 people) would be very conducive to connecting with the members of your family. One idea could be to first share in these smaller groups, and then to come back together as the larger family group and share out some of the comments from the discussion.
The families will definitely help with this, especially if encouraged to let everyone talk and share their thoughts. I feel that smaller groups like the families are usually conducive to heightened participation among individuals.
Given our large class size, it can be challenging to find support and connection. I think that our families can be useful in building that community due to the smaller number of students in each group. Participation may look different for each student, but discussion within families may foster communication where everyone feels comfortable speaking. Even just partner discussions with 1 or 2 people next to you can help create connection and encourage participation. I also agree with Alia, being mindful of our individual noise is important to be careful that the volume of the classroom does not get unmanageable and loud.
One creative way to find connection in our large classroom is to try to sit in new places each day. That way, we can get to know new people when we’re discussing things in small groups/with partners.
participation is an inherent challenge with a class of this size but by offering good, constructive feedback in online activities will help to aid a connected classroom. It is important that the feedback is conversation, not simply commenting on a post to earn credit, but a true back and forth of ideas. This will help to encourage a cohesive classroom that is difficult to achieve with this size of class.
I think one can find support and connection in this unusually large classroom by collaborating with peers both within and outside our family groups. While group discussion is usually challenging to organize with such a large class size, it might be beneficial to separate into even smaller sections of 3 or 4 people. Through this one-on-one interaction, students can better engage with material outside the overwhelming 20+ person families. Another interesting idea might be Kahoots or other computer-based software that can engage a large number of people. Likewise, an in-class debate or group projects might be a way to break the class down into more manageable, interactive sections.
Breaking into small groups that vary throughout the semester will help connect the unusually large classroom community. We can ensure participation by asking thought-provoking questions and taking time to bounce ideas back and forth. As there are different levels of experience in mythology, this would also promote a positive learning environment.
Prompt Six: What expectations do you as students have for me as a professor in the classroom?
As a professor in the classroom, I think it is important to foster an inclusive learning environment that allows the students to participate and learn without judgement. Additionally, it would be beneficial to create a well thought-out and organized curriculum. Going off of this point, I think this website is very helpful in that everything including the schedule is laid out well which makes it easy to navigate and plan my assignments ahead of time.
I expect you to help us when we have questions and answer our questions effectively, and be there if we have difficulties in the course. We expect you to be morally supportive of students taking this course for they have to feel comfortable in class and therefore increase their enthusiasm for the course.
I think it is always really important for professors to be organized and have clear communication with students. Whether that’s your own expectations for students in the classroom or what we need to do for individual assignments, having students know what is expected of them is helpful for fostering an inclusive environment like Kayla mentioned. Students will be more likely to be active participants and more comfortable in the class if there are detailed instructions and expectations.
I totally agree that clear expectations are important and helpful. It allows students to feel in control of their work in the class and less stressed around assignments. I appreciate that Prof. Farmer has clearly laid out the assignments and expectations. If anything changes with those assignments, it would be great to have that communication in class.
As the professor for such a large class, I understand that it will be more difficult to facilitate discussions as opposed to 1.5 hours of straight lecturing. However, 1.5 hours straight of you lecturing is not only tiring for you, I’m sure, but it also makes it harder for us to interact with the materials. I think the “family” system will really help with this outside of class, but in terms of during class, I’m hoping that you utilize other resources — for example, movies/clips, guest speakers, art/artifacts, etc. and how these might tie into classical mythology and the themes that we are studying.
I agree! I always find it easier to relate to content with more “hands on learning”. Already, I’ve found myself more engaged with activities like the book draw and the family discussions.
Jumping off of these points, I agree with what has been said. I think it is really important to find creative ways to foster engagement from everyone in the class if thats group discussion, different activities or games. I also think it would be cool if we could have crossover between families as well. For the first few weeks maybe just get to know your own family and then expand beyond that so everyone can meet new people throughout the semester. I think this will keep class fun and fresh.
The most important parts for me are that the professor is available, helpful, and knowledgeable. Keeping students engaged is also always a benefit in my eyes, as is being understanding for certain situations that may limit a student’s participation in the class (i.e. sickness, other obligations, etc.)
First, I understand that being a professor for such a big class can be even more overwhelming and stressful for professors than for individual students. But I found today’s session very good. Like Professor Farmer did today, the class’s agenda, reminders, lectures, and timings all went well. It keeps students focused in terms of where the course is going. Outside the class sessions, I hope the professor can be actively engaged in, recognize and understand what students are going through and be willing to help when students ask.
I agree with what Jessica has said about expecting Prof. Farmer to be engaged and recognize when students are going through a tough time and might need a little bit of extra support. Along with willingness to help when students ask questions, accessibility and responsiveness is important to me. It is great that Prof. Farmer has appointment times you can sign up for to ask questions and further discuss topics from class but to me accessibility also means staying after class for a couple minutes to answer questions in a more casual manner. In other classes I have loved it when professors have hosted “office hours” or drop-in hours where it’s easy to drop in with a small group of students and further engage with the material from class.
As a professor, my expectations are that you will provide classroom guidelines that lay the foundation for a positive learning environment. From there, holding each other accountable and working together guarantees an overall successful course.
I agree with most people in the forum in saying that the main expectation for you as a professor is to have a clear schedule, good communication, and an inclusive learning environment. To add to that, I expect that you try to keep up with who talks or takes over during big class discussions or even in smaller groups. On one hand, not everyone wants to talk and that should be respected. On the other hand, often in big classes, there ends up being 5 or 6 people that always talk and no one else really even gets a chance to raise their hand. There is not necessarily a good way to prevent or help this in such a large class except with the smaller group discussions, but I do think that it is important to keep this in mind.
I also agree with most people that accessibility and a willingness to listen to others when they not only have course issues but personal ones may prevent them from or interfere with them participating in the way that they want. Making the grade expectations known is a massive help in managing expectations and questions about that, but with such a large class, maybe just finding a way to connect with students when they need it in a way that doesn’t feel impersonal can be difficult.
I think the best way to make sure that everyone contributes is a focus on what that means within small groups. As someone who traditionally doesn’t like participating in large groups, I’ll definitely be trying to do more within the families. Another thing that I think was said already in class but for the larger projects, having them be collaborative to a certain extent is a way to help everyone contribute as well.