Concluding my second year of teaching at King’s College London made me think about what worked well and not so well in my seminars. To make sense of the dos and don’ts of teaching and hopefully provide some useful advice to other seminar leaders, this post summarises twelve quick takeaways. Although most of these insights apply to other subjects as well, some certainly remain subjective and reflect the particularities of Political Economy and the module “The Politics of International Trade”, which I taught. Still, I hope that especially the practical advice is helpful.
Prepare the ground
The first minutes of a session are crucial for a few reasons. One objective is to draw students in and raise their interest. Talk to as many students as possible within the first few minutes. It makes them feel acknowledged and sets the tone for the class. Learn their names. If possible, arrive a few minutes early and engage with students before the session starts. The topic does not matter as long as you get them talking.
Always make it clear where you are going
Avoid giving seminars the feeling of a surprise test. Everyone hates those. This includes being as open as possible at the beginning about where the session is going. Take a minute or two and announce what you will be discussing and give a quick example why this is relevant. Do not start with open questions to the whole group. This only works if everyone is relaxed and motivated.
Less is (usually) more
Do not overestimate students’ ability to take in new information. There is a fine line between challenging and overwhelming participants and this varies from one student to another. Focus on the key ideas and make sure to repeat them at a convenient time. There’s no point complicating things if this increases the risk that your students may miss the main message(s).
Time Management
Time pressure in a seminar is bad. Yes, there always is more material to cover, but nothing kills a discussion better than giving students the impression that you much rather have them listen to your next question/point. Notice how this also works on the unconscious level and how you express urgency in your behaviour (looking at your watch, cutting students off, nervous body language, pacing).
You can’t do it right for everyone
Sad but true. It helps to realise that people have different learning styles and preferences. Some might absolutely love small group work; others find it a complete waste of time. Consequently, you cannot possibly offer the ideal learning experience for everyone. It is commendable to try, but ultimately you will have to settle for what works for most students most of the time.
Vary the seminar format
Learning objectives and personal learning styles differ and your seminar approach needs to reflect this. Consider different ways to engage with the material, such as group work, presentations, debates, etc. Just the fact that some material might be presented in a slightly unusual or more interactive way can increase the chances that your students will remember it.
Fade into the background
Sometimes the best contribution you can make to a discussion is to pretend you are not there. Try to shift students’ attention away from you and towards the group. Don’t just tell them, but change the seating arrangements, sit down among them, designate a discussion leader, direct questions back to the group, (briefly) leave the room, etc.
Link theory to practice (and back!)
Most students like applied work and illustrative examples. Include case studies, use real data, hold debates, give them roles to play, address current events, etc. But make sure everyone understands why you are doing this and how it is relevant to the larger point. Don’t let them get lost in the details of the case, which is not what students need to remember.
Do not leave the discussion up in the air
One of the most frustrating things for students is the lack of a clear seminar outcome. Do not assume that students understand because they did their group work or had a discussion. There needs to be a confirmation. This involves asking clarifying questions if a student’s statement is unclear or rephrasing to highlight the important part to the whole group. Always conclude by summarising the key takeaways. Despite obvious time constraints, do not rush this!
Show what reading adds to their experience
Academic reading is hard. Motivating students to do their reading is usually harder. One approach: Avoid telling them to read, they know already. Instead, show the materials’ relevance for the seminar. Make it as clear as possible what a given reading adds to the discussion, especially if no one raises the point independently. Have some quotes from the text ready. But don’t give the impression that you will always summarise the key parts of the readings for them.
Consistent Messaging
One of the worst things is to provide students with unclear or contradicting information, especially on the assignments. Coordinate expectations across the teaching staff early and make sure to verify afterwards that advice is provided consistently. This coordination also encourages sharing guidance (especially on unconventional assessments) proactively with the students. Admit it if you do not know how something should be handled and follow-up.
What can you control?
Many decisions may already have been made about your module. This does not mean that you have to accept everything. Check where adjustments can be made to suit your individual teaching style and needs, ranging from the syllabus to the rooms you are assigned. Any improvements will also benefit your students (and the department’s next evaluation).
Fabian Bohnenberger 