Not everyone gets the opportunity to develop a teaching voice before their first teaching experience. When I first started teaching, I had no previous guidance. I started with the conventional routine of introducing myself and covering the course outline. Never did I think of ways to interact with my students, or how to develop good communication skills between us. I started facing language barriers, group formation barriers and general class management difficulties, but the most important challenge to me was to feel more comfortable and pass this feeling on to my students. In other words, breaking the ice!
Towards mid-semester, I noticed that I’m having a hard time in getting the class to interact with their friends, participate, or even joke around. It felt like they weren’t enjoying class. I figured that I need to develop strategies to promote active learning. After taking advice from some of my colleagues, I started to shape my own teaching voice. I wanted to promote an environment where everyone in class can feel comfortable. On the first day of a new semester, I started my first class this time by distributing blank papers for students – this time, it was for name tags. While I was modelling my instruction on forming a name tag, I was happy to see that most of the class was participating. Calling out individuals by their names on the first day made them feel recognized and appreciated. I can imagine how disturbing it can be when your class instructor spends the whole semester without knowing your name. Since then, I gave the students casual class breaks where I took the time to talk to some of them on topics outside of class materials. Developing a basic friendship with students was my aim in helping them break down that barrier that’s usually is almost always there between students and professors. As I continued to come up with simpler ways to communicate with the students, I knew that teaching will become less challenging and more enjoyable than what I initially experienced.
The importance of breaking the ice in a classroom begins with providing a student sense of recognition, and sets up a stimulating environment that encourages participation and communication between students. Students receive a sense of responsibility as part of their learning by comfortably interacting in groups and generally building an optimum performing and dynamic classroom.
Shelli Fowler, “The Authentic Teaching Self and Communication Skills”