Confident Class Participation

Dear Cydney,

The other day in class I gave a wrong answer. I know I should still try to participate in class, but now I feel like everyone is judging me and the professor thinks I'm stupid. I never want to open my big mouth again!

—Big Mouth Strikes Again

Dear BMSA,

When it comes to class participation, around 10 percent of students experience extreme anxiety and about 20 percent experience enough anxiety to affect their behavior. I've felt the fiery flames of embarrassment on my cheeks a time or two, myself. Let's take a look at this from three different perspectives—your professor, your classmates and you.

First, we'll consider your professor. Did she really say, "You're wrong"? Or was it just something that made you think you were wrong? Often, there are many shades of right. Although a response like, "Can you support that?" may sound critical, it's likely meant to challenge you (and your classmates) to analyze and to recall facts that strengthen or weaken the opinion. And that's the point, isn't it?

Now, on the other hand, let's say there is only one right answer. Do you think the professor expects a right answer every time she poses a question? Probably not, if she wants to keep her job. What would she have to teach? So, give an answer, any answer, even a wrong answer—a wrong answer begins a conversation, maybe an argument. If you discuss why something is wrong, your brain is primed to accept why another answer is right.

Next, your classmates. I really doubt they're going to judge you harshly for one, or even more, wrong answers, and I hope they don't think hearing another student's input (right or wrong) is a waste of time. For these rare individuals, I advise a generous helping of Dr. Phil and some time with a Ouija Board to debate the validity of the Socratic Dialogue with the man himself. Listen, BMSA, your classmates are probably glad you were willing to offer an answer to take the heat off them. After you fumble a bit, your classmates may be more willing to provide a "right" answer.

And that finally brings us to you, BMSA. Hopefully, you're rethinking your fears. But I know that fears are not always so easy to get over. So, let's consider some simple strategies that will get you back in the game without necessarily putting it all on the line:

1. Before your lecture, prepare by writing personal or global examples of new theories/concepts in the margin of your text. During class, phrase your statement in the form of a question: "Is ____ an example of ____ ?"


2. If you don't understand something in your reading, make a note. Ask your instructor for clarification when this topic comes up in the lecture. Asking a question is also participation!


3. So an idea comes to you during class, but you're not sure it makes sense. Try asking your classmates their thoughts on the topic. After you hear some other opinions, you might gain the confidence you need—go on, drop your knowledge bomb, BMSA!

Really, I encourage you to keep taking risks. As a good friend of mine once told me in college, "It's not fun if it's not risky."

Originally published in The UB Post, Feb. 28, 2007