At Huron University College class sizes, particularly in the upper years, are small to medium, and in these classes an interactive teaching style tends to work quite well. Interactive teaching, although it involves some lecture classes, more often invites participation, in the form of questions and comments, from the students. There is usually some form of regular group work, during which students in groups are asked to analyze and interpret texts and then to present their findings to the class as a whole. What all this focus on interactivity means, however, is that students are expected to arrive at each class prepared to talk about the assigned reading.

Students who are uncomfortable speaking in class can find other ways to contribute. Instead of speaking to the entire class, they can, for instance, join in the small group discussions I mentioned above. Some even prefer to volunteer to read the assigned poems and passages aloud when the lecture or discussion calls for a vocal rendition. It is important that students contribute in some way. But, ideally, for this pedagogical style to be truly effective, so that students learn not just from me but also from each other, each person in the course should try to offer up an idea to the discussions, if only once in a while.

Because student participation is so valuable in my courses, the kinds of knowledges and theoretical views that any individual class on any individual text or concept will produce are not always predictable. So it’s crucial for students to attend all the classes.