E1 Understanding college expectations

E1-c: Participating actively

E1-cParticipate actively in class and in groups.

Because US colleges value creativity and originality, instructors expect students (especially in smaller classes or sections) to participate in class—to share their ideas about the course material, to work together in groups, and sometimes even to lead class discussions. Because students’ contributions are so highly valued, many instructors devote a portion of the final course grade to class participation.

Class participation

To increase your chances of success, take an active part in class discussions. Remember that your instructors will not always expect you to recall or restate an idea from the text or a previous class. More often, they will ask you to show critical thinking (see E1-b). If you do not participate, your instructor might assume that you don’t know the material or that you have come to class unprepared.

If you feel intimidated by class discussions, you can often overcome your fears by preparing well before class. Here are some strategies you can use to get ready for class discussions:

Read actively and annotate the assigned textbook pages or articles before class. Highlight or underline major ideas, and write notes or questions in the margins of the page. (See A1.)
Anticipate some of the questions your instructor might ask in class. Many instructors provide discussion topics or reading questions in the syllabus or in assignments.
Record some thoughts about the text after you read by writing brief notes in your journal or notebook. Using just a few sentences, try to summarize the main points of the passage.
Reflect on the importance of these main ideas. How do they relate to other topics you have discussed in class?
Review you notes just before class so that you can share your ideas when the discussion begins.

Working in groups

Group work, or collaborative activity, gives students the chance to learn about the assigned course work while building communication and leadership skills.

A group project for an environmental studies course, for example, might require students to learn about and report on the levels of chemicals in the local water supply. To complete the project, the team will need to take several steps:

Determine what tasks need to be completed to find answers to team members’ questions.
Divide the work among the team members.
Choose a leader (or leaders) to coordinate the team’s actions.
Work together to write, compile, and edit the final report.

The group’s final report on the water supply will include contributions from all group members, much more information than a person working alone could gather.

You might find it difficult to adjust to collaborative work if you come from a culture that emphasizes individual learning or if your high school teachers did not assign group projects. But be prepared to encounter group work in college. Most instructors feel that it creates an atmosphere in which new ideas can emerge. Group work also serves as preparation for the professional world, where many jobs require some form of collaborative activity.

Showing respect for your peers

While instructors may encourage you to give your own interpretations of material, to argue a point using information in the textbook, or to apply critical thinking to basic concepts, remember that most instructors expect you to respect your peers’ ideas. In some cultures, it may be appropriate to challenge individuals directly by saying that they are wrong or by exposing their personal flaws. In the United States, however, directly challenging a classmate in this manner is considered rude and inappropriate. For example, you should not make comments such as “You’re wrong” or “That’s ridiculous.” If you disagree with someone’s opinion, it is often best to state that you disagree with the idea—not with the person who said it—and then to explain your reasons with evidence or examples. You could politely indicate your disagreement by saying “You make a good point, but . . .” or “I understand what you mean, but. . . .” Likewise, you should state your own opinions and interpretations in a reasonable tone and expect that other students will want to discuss your ideas or even to politely disagree.

Speaking in English

The ability to speak two or more languages is an asset that you should take pride in, but it is also important to be sensitive to your instructor and classmates in your shared learning environment. Whenever possible, use the language that all participants in the class can understand easily. In US academic settings, this language is English. Using your native language in the classroom may be considered rude by your instructor or your classmates; it may show that you are not giving the class your full attention. In fact, private conversations in any language usually are not acceptable. However, occasionally during class you may feel the need to discuss or clarify an idea with a friend in your native language. It is best to discuss this possibility ahead of time with your instructor and to keep these conversations short and infrequent. Try to think of the class time as a regular opportunity to practice your spoken English.