When I came to college last fall, I found myself unexpectedly struggling with the format of my new classes. They were interesting and engaging, and I really enjoyed them, but there was one sticking point: their emphasis on discussion. This was something that I didn’t have a lot of experience with. In my high school, and I think in most high schools, there wasn’t a lot of room for discussion. We spent classes taking notes and doing worksheets and preparing for tests; there weren’t many opportunities for us to individually share our thoughts to the class and hear what other people had to say.
Kenyon, on the other hand, prides itself on the discussion-based nature of its classes, rather than having mostly lecture style classes like many other colleges. It’s one of the things they brag about when you visit as a prospective student, along with the small class sizes. Class discussion just seems like quintessential liberal arts: students sitting around a table, thinking analytically about the reading and sharing ideas with each other, agreeing or disagreeing with each other until some kind of point can be made or conclusion can be drawn about the subject at hand. It seemed exciting when I was applying to Kenyon, but I didn’t give it much thought. I didn’t anticipate having any trouble with it.
I will admit that I am something of a shy person. Public speaking, even on such a small scale as speaking in front of the twenty or so people in my class, has always been slightly terrifying for me. Every time I raise my hand in class, my palms are sweaty and my heart is pounding, even though I tell myself that I’m being silly and that likely no one else will think what I have to say is as stupid as I am afraid they will. I also feel like I am a better writer than a speaker; it’s hard for me to articulate my ideas in class fully formed in the same way that I can in an essay. All of this means that I tend to keep quiet in class discussions, keeping up with the conversation but not usually feeling like I can contribute. From the first class, I was amazed as I saw my classmates jump right in, making point after great point, while I felt like I could say nothing.
The problem with the situation I found myself in is that class participation in discussion often makes up a significant part of my grade. I understand where professors are coming from. Requiring speaking in class in order to get a good grade can act as an incentive to keep the discussion going, inspiring students to talk that might not otherwise. Also, as one of my professors said last semester, requiring students to speak ensures that they have to keep up and know the material; otherwise all they’re doing is writing a few essays and sitting through classes. However, it makes things difficult for students for whom talking in class doesn’t come naturally but who are still putting work and thought into the class.
It’s a tricky situation. If classes are going to be discussion based, it makes sense that some kind of incentive would have to be created in order to avoid too many awkward lulls in the conversation. However, basing it on grades can make things harder for the less extroverted or less articulate students. I often find myself forcing myself to speak in class, even though I know what I’m saying doesn’t come across as relevant or particularly well-thought out. Other times, I just take the hit to my grade. I had a professor last semester that allowed me to do extra credit in order to make up for the lack of comments I had been making in class, which was nice, but not ideal. I’m not sure what the answer to this problem is. I’ve been working on speaking in class more, fighting my shyness because I know that it is something that will get easier with practice and because I know that in the adult world, being able to articulate your ideas well is a necessary skill. However, I think that the current system of graded class participation is also less than perfect, as I know several classmates for who making a lot of comments in class doesn’t come naturally but who are putting just as much work as anyone else into the course, and for who getting a lower grade seems a little unjust. Either way, I hope that we can all keep striving for a classroom structure that allows everyone to succeed, no matter their learning styles. Â
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Image Credit: Featured Image, 1, 2
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