Let’s be honest: teaching in higher education isn’t always sunshine and rainbows. Sometimes, there’s a disconnect between what teachers expect and what students get. We’ve all been there – dreading when the attendance sheet comes around or the panic of knowing you have to stand up and present. But it’s not about teachers being ‘out to get us.’ Many of these methods, like mandatory attendance or student presentations, have solid reasons behind them. They’re meant to teach us discipline, communication, and teamwork.

But what happens when those good intentions lead to frustration? This article discusses those standard teaching practices that often cause friction, explains the teacher’s point of view and how students view them, and offers practical ways to create a more supportive and effective learning environment.

Teaching Practice #1: Mandatory Attendance

Finding the Balance Between Rules and Real Life

Attendance… It’s one of those things that can rub students the wrong way. You’re trying to manage your life, your work, maybe even your mental health, and then there’s this rule saying you must be in a particular room at a specific time. It feels like being back in high school. But here’s the thing: professors aren’t just trying to be complicated. There’s some thought behind mandatory attendance, rooted in a couple of different teaching philosophies.

• Learning by Doing (Constructivism). Some teachers believe you learn best when actively involved in the class. This idea, called constructivism, says that knowledge isn’t just poured into your head; you build it yourself through participation, asking questions, and participating in the discussion.
• Building Good Habits (Behavioral Learning Theory). Other teachers see attendance as a way to develop discipline and responsibility. They’re working with ‘behavioral learning theory,’ which means that consistent habits, such as showing up to class, help you create the discipline you’ll need in the real world, like showing up to work on time.

So, why do professors enforce it?

• Discipline and Accountability– They want you to take the class seriously and be accountable for learning.
• Active Participation– Teachers also believe that showing up leads to better engagement and a deeper understanding of the material, which aligns with constructivist ideas.
• Real-World Prep: They try to help you develop the habits you’ll need for your future career, which fits with behavioral learning theory.

But let’s be honest, students have their reasons for pushing back:

• Independent Learning. Some people genuinely learn better on their own. They might feel that studying at their own pace allows them to absorb the material more effectively.
• Life Happens. Sometimes, you have legitimate reasons for missing class, such as work, family, or health issues. It’s not always about skipping for fun.
• Feels Restrictive. It can feel like being told what to do rather than being encouraged to learn.

So, what’s the solution? How do we find a balance? Here are some ideas:

1. Focus on Meaningful Participation

• Instead of just ticking a box for physical presence, professors could shift to evaluating how actively students contribute. Also, it aligns with constructivist principles, where learning is built through engagement.
• Important: To make this fair, professors should share the criteria for evaluating participation, ensuring they are based on the institution’s policies.

2. Offer Flexible Learning Options

• Providing online or hybrid options can give students valuable flexibility, allowing them to engage with the material in ways that fit their lives.
• Note: Before implementing this, professors should verify their institution’s online and hybrid learning policies. If these options are not available, focusing on clear communication (the next point) is essential.

3. Explain the “Why” Behind attendance

• Simply sharing the reasoning behind attendance policies and how they relate to teaching philosophies can significantly increase student understanding and acceptance.

Instead of just saying “… you have to be here,” professors can explain:

• How active participation contributes to learning.
• How consistent attendance builds valuable skills.

It changes the conversation from “mandatory presence” to “meaningful engagement.“

Teachers and students operate within a system with its own rules. Teachers have strategies, institutions have policies, and students have unique needs. Finding a balance requires mutual understanding and a shared commitment to creating a learning environment where attendance becomes a meaningful tool for growth, not just a mandatory checkmark. It’s about making the policies work for everyone.

Teaching Practice #2: Student Presentations

A Stage for Learning or a Spotlight of Stress?

Next is presentations. We’ve all been there, standing in front of the class, heart pounding, wondering if you’ll forget everything you’ve prepared. It’s a classic college experience, but not always a good one. You might think, ‘Why do we even have to do this if teachers can explain everything and spoonfeed us?’ Well, let’s break it down.

From a teaching perspective, presentations are more than just torture devices. They’re rooted in a couple of key ideas:

• Learning by Doing (Experiential Learning). Teachers believe you learn best by doing something with the material. Presentations are a chance to put your knowledge to the test and explain it to others.
• Learning Together (Social Constructivism). Another idea is that learning is a social activity. By presenting and listening to others, you build knowledge together as a group.

So, why do professors assign them?

• Communication Skills- First, they want to help you become better communicators, a vital skill in any field.
• Deeper Understanding– Second, they believe teaching the material helps you understand it better.
• Teamwork and Collaboration– Third, group presentations are meant to teach you how to work effectively with others (especially in the future YOU).

But let’s be honest, presentations can be a real source of anxiety:

• Public Speaking Fear- For many, speaking in front of a group is terrifying.
• Uneven Group Work- Group presentations can lead to frustration when some members don’t pull their weight.
• Unclear Expectations- Not knowing what’s expected can add to the stress.

So, how do we make presentations less stressful and more beneficial?

1. Clear Guidelines and Feedback. Professors should provide detailed rubrics and constructive feedback so you know what they’re looking for.

2. Choice and Passion. Allowing students to choose topics they’re interested in (aligned with the day’s learning objectives) can make the experience more engaging and less daunting.

3. Alternative Formats. Consider offering options like video presentations, interactive discussions, or even poster presentations, which can be less intimidating than traditional presentations.

So, it’s about making presentations fun and a learning opportunity, not a source of unnecessary stress. It’s about building confidence and communication skills in a supportive environment.

Teaching Practice #3: Cold Calling

Turning Pressure into Positive Participation

Third, it is about cold calling. You know, when a professor just randomly calls on you, even if you didn’t raise your hand. It’s one of those teaching tactics that can send a shiver down your spine, especially if you’re not a big fan of speaking up in class. But, like with attendance, there’s a reason behind it, and it’s tied to some well-known teaching ideas.

Here’s the thinking behind cold calling:

• Thinking on Your Feet (Socratic Method). Some professors use cold calling to encourage critical thinking. They’re trying to channel the ‘Socratic method,’ which is all about learning through questioning. It pushes you to think quickly and find answers on the spot.
• Staying Engaged (Active Learning Theory). Another idea is that cold calling keeps everyone alert and engaged. If you are called on at any moment, you’re more likely to pay attention and participate. This is ‘active learning theory’ in action, where the idea is that engagement leads to better learning.

So, why do professors use it?

• Keeps You Alert– They want to ensure you follow the discussion and stay prepared.
• Boosts Critical Thinking- Also, they’re trying to get you to think critically and express your ideas.
• Checks Your Understanding– It’s a quick way for them to gauge how well you’re grasping the material.

But let’s be honest, it can be stressful for students:

• Fear of Embarrassment- Nobody wants to get an answer wrong in front of the whole class.
• Time to Process- Some people need time to think before speaking; cold calling doesn’t allow that.
• Feels Unfair- It can feel like you’re being put on the spot rather than being given a chance to learn.

Now, here’s where I started to experiment. I wanted to see if I could transform cold calling from a source of anxiety into an engaging learning experience. I first tried to shift the focus from ‘getting it right’ to ‘giving it a try.’ Here’s what I did and what I learned:

1. Raffle-Style Calling. Instead of randomly pointing at someone, I started using a draw-lots system. It was like a mini-raffle! Everyone’s name went into a bowl, and I picked from there. It was still random, but it felt less like being singled out and more like a chance to ‘win’ a moment to participate.

2. Emphasis on Effort, Not Perfection. I always emphasized that mistakes were okay. It was about participating, not being perfect. It was like saying, “Hey, just try your best, and that’s a win!”

3. Custom Point System Like a Loyalty Card. To add a bit of excitement, I introduced a point system with colored chips. It was like a loyalty card you get at your favorite shop—how do you always want to collect those points? Each color represented a different point value, which I explained to the students beforehand. To prevent any ‘counterfeiting,’ each chip had my unique stamp. We all love accumulating points, which was a fun and secure way to do it in class.

4. Recitation Grade Integration- Like Winning a Bonus

I even made these chips a part of their recitation grade, giving students a tangible incentive to participate. It was like winning a bonus in a game – it made their efforts feel valued.

5. Shift in Student Attitude. Students transitioned from dreading cold calls to actively wanting to participate. They wanted to have a chance to draw their name and get points.

6. Safe Learning Environment. This approach fostered a classroom culture where students felt comfortable taking risks and learning from mistakes.

And you know what? It worked! Students started wanting to be called on, even without the drawing lots! They were excited to participate, knowing they could earn points and contribute to their grade in a fun, low-pressure way.

This approach transformed cold calling from a source of anxiety into an engaging learning experience. It’s about creating a safe space where students feel comfortable taking risks and learning from their mistakes. It’s just a reminder that even the most stressful classroom moments can be turned positive.

Teaching Practice #4: Theory vs. Practical Application

When Textbooks Meet Real-Life

Fourthly, it is about theory vs application. You know, those textbooks are filled with abstract concepts and formulas. Sometimes, it can feel like you’re drowning in a sea of information that doesn’t seem to connect to the real world. But here’s the thing: professors aren’t just trying to make you memorize stuff for the sake of it. There’s a reason they emphasize theory, rooted in some important ideas about how we learn.

• Learning by Doing What Matters (Pragmatism). Some teachers believe learning should be directly relevant to one’s life and future. This idea, called ‘pragmatism,’ suggests that knowledge is most valuable when applied to real-world situations.
• Learning by Experience (Experiential Learning). Other teachers focus on ‘experiential learning,’ which means learning by doing. They believe you understand concepts better when applying them to practical problems.

So, why do professors lean so heavily on theory?

• Building a Strong Foundation– They want to give you the basic knowledge to tackle more complex problems later.
• Developing Critical Thinking- Teachers believe that working with theoretical concepts helps you develop critical thinking skills.
• Meeting Academic Standards- Accreditation requires a strong theoretical foundation in many fields.

But let’s be honest, students often struggle with this:

• Wanting Real-World Relevance. You want to see how the theory connects to your life and future career.
• Memorization vs. Application. Some courses focus too much on memorizing facts rather than applying them.
• Missing Hands-On Experience. Without practical experience, it’s harder to remember and understand the material.

So, how do we bridge the gap between theory and practice?

1. Bringing in Real-World Examples. Professors can use case studies, real-world projects, and guest speakers from the industry to show how theory is applied.

2. Problem-Based Learning (PBL). PBL allows students to work on real-life problems and apply theoretical concepts to find solutions.

3. Hands-On Learning Opportunities. Offering optional workshops or internships can allow students to gain practical experience.

Ultimately, it’s about making theory feel less like an abstract concept and more like a powerful tool you can wield in your life and career. When theory and practice collide, that’s where true innovation and mastery begin.

Teaching Practice #5: Unclear Grading

When You Don’t Know What You’re Being Graded On

Do you know that feeling when you get a grade back and are just…confused? You’re not sure what you did wrong or even what you did right. That’s often because the grading criteria aren’t clear. It’s frustrating, right? But believe it or not, there’s a reason behind it, and it’s tied to some essential teaching ideas.

• Learning as a Process (Formative Assessment). Some professors see grading as a way to help you improve. This idea, called ‘formative assessment,’ focuses on giving feedback that guides your learning, not just a final score.
• Fair and Open Grading (Transparency in Education). Other professors believe grading should be fair and open. They want you to understand how your grade was determined, which is why ‘transparency in education’ is so important.

So, why might professors use grading methods that seem unclear?

• Flexibility in Assessment- They want to be able to assess your understanding in different ways, not just through right or wrong answers.
• Encouraging Effort and Creativity– Professors want to reward your effort and creativity, not just your ability to memorize facts.
• Institutional Requirements– In some fields, grading policies require a certain level of subjective evaluation.

But, students often find this confusing:

• Unclear Rubrics– It’s hard to know what’s expected without clear guidelines.
• Perceived Bias– Sometimes, grades are based on personal opinions rather than objective standards.
• Vague Feedback– Vague or inconsistent feedback makes learning from mistakes hard.

How do we make grading more transparent and fairer? Here are some ideas:

1. Clear Grading Rubrics. Professors can use detailed rubrics that explain precisely how assignments will be graded.

2. Examples of Good Work. Providing examples of high-quality work can help you understand the standards.

3. Timely and Detailed Feedback– Giving feedback soon after submitting assignments and explaining why you received a particular grade can help you improve.

Therefore, grading should be a tool for learning, not a source of confusion. Clear and fair grading helps everyone succeed!

Teaching Practice #6: Group Projects

Collaboration or Unfair Work Distribution?

Ah, group projects! The very phrase can send shivers down a student’s spine. They’re supposed to be about teamwork and shared learning, but often, they feel more like a recipe for frustration. But, like with everything else, there’s a reason professors assign them, and it’s rooted in some important ideas about how we learn together.

• Learning Together (Cooperative Learning). Some professors believe you learn best when working with others. This idea, called ‘cooperative learning,’ suggests that social interaction enhances understanding.
• Shared Responsibility (Social Interdependence Theory). Other professors focus on ‘social interdependence theory,’ which means that everyone in a group is responsible for the outcome. They believe teamwork teaches you to rely on each other and work toward a common goal.

Why do professors assign group projects?

• Preparing for the Real World. They want to help you develop the teamwork skills needed in your career.
• Learning from Peers. Professors believe you can learn much from your classmates.
• Tackling Big Projects. Also, they want you to be able to tackle larger projects that require different perspectives.

But students often struggle with group projects:

• Unequal Workload. It’s frustrating when some people do all the work, and others do nothing.
• Lack of Accountability. Without clear roles and responsibilities, it’s easy for some people to slack off.
• Unfair Grading. It feels unjust when everyone gets the exact grade, even if some worked harder than others.

How do you make group projects a positive experience?

1. Peer Evaluations. Professors can use peer evaluations to assess individual contributions and ensure fairness.

2. Clear Task Assignments. Breaking the project into smaller, clearly defined tasks can help everyone stay on track.

3. Regular Check-Ins. Professors can regularly check in with groups to provide guidance and ensure the workload is distributed fairly.

Group projects should be about learning to work together effectively. When done right, they can be a valuable learning experience for everyone.

Whether you’re a student or a teacher, we all try to make this learning thing work. How things are done in the classroom might feel a bit off, like those attendance rules, cold calls, or group projects that can make you roll your eyes. But honestly? There’s usually a reason behind it, even if it’s not always apparent initially.

The real key is to get the conversation going. Teachers, it’s about explaining why you’re doing things, not just what you’re doing. Students, it’s about giving your feedback and being part of the solution. When we start talking to each other, things change. We start to see that it’s not about ‘us versus them’ but about building a classroom where everyone feels heard and respected.

Think of it as turning the classroom from a place of just getting information into a place of growing together. It’s about making learning feel like a shared adventure, not a checklist of tasks. And when we get that right, everyone wins.

Now, here’s where you come in. If you’ve got ideas for improving your classroom experience, don’t keep them to yourself! Share this article with your teachers or classmates. You can also leave a comment below with your own experiences and suggestions. Let’s work together to make learning more meaningful for everyone. Voila! Until next time!

Additional References/ Further Readings:

Sherrington, T. (2021, February 7). Cold calling: The #1 strategy for inclusive classrooms – remote and in person. teacherhead. Retrieved from https://teacherhead.com/2021/02/07/cold-calling-the-1-strategy-for-inclusive-classrooms-remote-and-in-person/

Prince, M. (2013). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2012). Impact of cold-calling on student voluntary participation. Journal of Management Education, 37(3), 305–341. https://doi.org/10.1177/1052562912446067

Lam, F. (2011). The Socratic Method as an Approach to Learning and Its Benefits (Undergraduate honors thesis). Carnegie Mellon University, Pittsburgh, PA. Retrieved from https://katherinecadwell.files.wordpress.com/2016/10/socratic-method-as-an-approach-to-learning-and-its-benefits.pdf