Think back to the first day of the semester when the professor gave you a syllabus and you gave him a groan. As you flipped through the syllabus (only skimming the information, obviously) you saw what you knew was coming. Somewhere, typically hidden between the massive grade percentages for papers and tests, is the ever-sneaky but ever-dangerous participation grade— the controller of up to 30 percent of your final grade.

Average students are no stranger to the elusive participation grade, but they often are no supporter of it, either. At this point of the semester, it’s not uncommon for a general panic when you realize that you haven’t really participated this semester. At least, you haven’t participated in the most noticeable way: raising your hand and answering the professor’s questions or a peer’s comments. There may be some value to participating, even if the mode of participation may fluctuate to the needs of the students.

It’s essential to acknowledge, first and foremost, that participation in any setting — especially the classroom — brings along a great deal of benefits. It can encourage engagement, motivation, and critical thinking among the students.

“I think it’s really important for them to be actively involved rather than passive receptacles,” JSC professor and Literature and Writing Chair Daniel Towner, says. “So to me, participation is about encouraging students to be more active in his or her own education.”

He has a point. According to a 2005 study by Diane Dancer and Patty Kamvounis of the University of Sidney, a class of active participants reach new levels of analysis and deep thinking. Students are more likely to expand on thoughts and explore new avenues. They also can show improvement in their communication skills.

However, participation consistently proves to be difficult to a good portion of students, regardless of its value in the learning process, and there are a slew of reasons why. And, no, not all of the reasons for silence in the classroom are because the students are not interested or slacking.

“Just because they’re not speaking up doesn’t mean they’re not engaged, listening, and doing what they need to do, but I think that’s lost in translation a lot of the times,” JSC sophomore Hayley LeCours says.

She went on to say that some students might not be contributing vocally to class because of communication apprehension, especially from a large class size. “In a bigger class, when there’s more people to judge you, it changes things,” she says.
LeCours is not alone in thinking this. Studies by researchers Robert R. Weaver and Jiang Qi of Youngstown State University suggest that students are more likely to participate in smaller groups rather than large classes. More variables include general communication apprehension and anxiety, introverted personalities, disinterest, time of day, and course policies as outlined by the professor.

As far as course policies go, it is very rare that rubrics or clear expectations for how to reach a good participation grade are included in the course syllabi. How are students to really know how they are being evaluated without that being included? As a result, students often feel forced to resort to the age-old solution: speak up in class.

Maybe you’re shy or just not interested. Maybe you’re just quiet and sit back whether or not you know the answer. Maybe you’re really attentive and listening, and maybe you’re not.

Regardless, you’re speeding your way to the end of the semester, and that measly, little grade can easily come up to haunt you if you aren’t playing a regular role in the classroom.

So what to do about it?

It’s an easy enough question, but an essential one. The key is communication. Students who do not feel comfortable speaking up in class are not as atypical as they might think, but they may find some alternatives.

“If they don’t make an effort to talk to the professor or email them after class and the professor doesn’t do it the other way around, either, it makes it impossible,” LeCours said.

Talking to the individual professor outside of class about alternatives and possibilities can go a long way. Some professors offer alternatives like an email component, exit cards, small group conversations, and self-evaluations to foster student participation.

Self-evaluations, particularly, appear to bring a lot to the classroom setting. Drs. Stacey Zaremba and Dana Dunn of Moravian conducted a study in 2004 with the suggestion that allowing students to be involved in their participation grading process actually increased the quantity and quality of participation and preparedness. This process allows for students to self-monitor their progress. If students are consciously aware of the expectations required of them, and are looking for the strengths and weaknesses themselves, they may be more likely to come to class with more to offer.

As far as alternatives and additions go, professors might be more flexible than one might initially think.

“It’s not like the professor expects the student to know it all. Professors don’t know it all, either,” Towner adds. “I think that if students knew that faculty can feel like that, as well, they may be more comfortable going out on a limb a little bit.”

But what to do about the professors with the stereotypical raise-your-hand and voice-your-thoughts philosophy on classroom participation?

“Rather than having an answer to a question, ask a question,” Towner suggests. “I think the best thing a student could do is follow their curiosity.”

In other words, before having to be prodded for answers by begging and cold calling, come to class with a prepared question or comment that you are actually curious about. The professor will be thrilled, and you will have participated without being caught on the spot with no answer.

Preparing a question or comment in advance can relieve the anxiety of the verbal component of classroom participation. While some professors might provide opportunities for non-verbal participation all the way around, it does not hurt to have a back-up plan for communicating and participating.

Grade percentages allotted to tests and projects generally take precedence in the mind over the subtler, grade component of classroom participation. But don’t be fooled: the latter can be a huge factor in determining the success of your grade in certain atmospheres. So, if desperation has bred the need for grade salvation, consider changing your typical classroom habits and take a proactive step towards change. Believe it or not, a few words- whether to a class or a teacher- can make all the difference.