‘Students need to take responsibility for class participation’

While students talking and giving opinions in class sounds good in theory, such participation is more complicated in Thai courses. Social and cultural norms mean that students do not see vocalisation and contributing to how class is managed as part of their individual learning needs. Many prefer to participate silently and trust what the teacher presents.

While this teacher-led approach may be appropriate in secondary school, at the tertiary level, undergraduates need to start taking ownership of their own education and development. This involves not just doing prescribed activities and understanding the material but also taking responsibility for their learning. University students must share their interests, suggest topics for the course, and look for ways to use the material in the future. In short, they must build maturity.

Two questions I have been asking my undergraduate students over the semester revolve around class ownership – that is, who is responsible for class activities and content?

Specifically, for first-year students in a study skills course, the question is framed as: “How can you make the class better?” I ask: “How can you...” because these learners are still new to the university and may not know or be aware that students can, and should, contribute to class management, materials and more.

For my third-year students (business writing), the question is framed as: “How are you making the class better?” Having been at university for two years, they are, hopefully, aware that their ideas count. 

In both cases, the prompts for answering the questions start with: “I can...” or “I am...”. 

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A generational shift and social changes are clearly visible among cohorts – as are the effects, in my opinion, of the daily hours that Gen Z reportedly spend on social media. Whereas the pre-2000 generation were happy to take ownership and responsibility for their class activity, many Gen Zs seem to actively avoid or try to delay more mature aspects of their education. So, asking the students how they are making the class better softens the impact of adulthood on students who may not have been taught about maturing elsewhere. When students need to discuss their writing, for example, it can be difficult and painful for them.

Asking students about how to make things better helps to develop their sense of responsibility, accountability and critical thinking, among other academic skills. Students also need to develop skills that are relevant for a world of work that is changing rapidly, and as they will face the demand to be continuously upskilling – they also need to be mature enough to take responsibility for their own learning.

By focusing on the students’ roles and getting them involved in the class, there is sharing and balance between students and educator. Students learn from the teacher, the material, each other and, more importantly, themselves. Teachers gain from the students such insights as what material to prepare, how to present the material, and what activities are suitable for the class.

By asking students how they can make, or have made, the class better, the more proactive students start to ask questions about what is, or is not, possible. These discussions centre on developing and making the most out of the new environment. Although they are issued a student handbook, many students do not bother to read it, and so are unaware of the possibilities of their university experience. 

Undergraduate years are a time for exploring what is possible, with mature guidance from lecturers. I have come to realise that asking questions and letting students explore possible answers and solutions does achieve this purpose. My first-year students have mixed feelings. Ranging from shock of knowing that they can influence their learning to lethargy in wanting the simplicity of just being told what to do.

Too often, lecturers focus on providing content rather than letting the students discover the content. There is some validity in this, as many students do not read or have the skills to explore themselves. What we lecturers need to do is not change the principle of having students find out for themselves but examine how we achieve that goal.

For proactive students, these discussions have been a welcome change because it helps them feel ownership of their education and the road to autonomy. My class is one of the few where students are explicitly treated as adults and listened to. Being asked to critically reflect on their activities is, at first, uncomfortable and challenging for the majority. Instead of venting against someone, the focus is on themselves. Many 20-year-old third-year university students openly say they are not young adults and should not be expected to be adults.

Lecturers need to give students the space to carry their part of the burden. Take reading assignments; if the students do not read before they come to class to discuss, we have a boring, quiet class. While uncomfortable for most students, the pushback helps develop character, awareness, learning skills and maturity. It is difficult, but I do this. And the rewards are worthwhile for the students who make the effort.

Admittedly, about two-thirds of my third-year class rarely attend, but a critical mass of interest exists. Attendees and I enjoy the class, learn and grow. Shared class information on Google Classroom gives those who do not show up material that they can use to pass the course, but the real learning occurs in the class.

Ultimately, it is about showing students the importance of owning things they can influence. With ownership comes responsibility. Developing skills for a changing world is hard, but the role of universities is to ensure the fundamentals are there. With ownership and responsibility, innovation occurs, as problems are viewed from different perspectives. Eventually, leadership develops. This is a great start for students. The basic knowledge and skills needed for future innovation are developed.

Lecturers must find ways to stimulate learning and prepare graduates for professional life. Framing questions around ownership helps guide students to the maturity needed.  

Mariano “Mario” Carrera is a lecturer in the International College at King Mongkut’s University of Technology, North Bangkok.

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