Setting a Welcoming Tone
One of the most powerful ways to make large classes into positive learning experiences involves using the names of students whenever calling on them or referring to them. In very large classes, when it is hard to learn all of their names, try asking them to make name cards, either by giving them stiff paper that they fold in half and on which they print their names in large letters or asking them to take a page of their notebook and fold it lengthwise and write their name in large letters and then stick it under their notebook or laptop so that the name shows below their desk. Some faculty members actually assign seating or make a seating chart based on where students sit the first class and use it to learn names or refer to when calling on students.

One of the things I do with large classes is tell them I want to learn their names, and I keep asking the name if I cannot remember it. It shows I care and am trying to learn names; their response often helps me learn the name.

A second strategy for setting a welcoming tone is to greet them when you come into the class. Small pleasantries to individual students or groups or even comments to the whole group before the class starts—such as comments on the weather, questions about how the assignment went, or inquiring what is happening in their lives—sets a tone that shows you care and overcomes the anonymity of the large group.

Enabling Simultaneous Talking
Using small-group activities in a large class is another way to reduce anonymity and keep students alert and engaged with the material. In my courses, when we are discussing new material, I will often put students into small groups with a short and focused assignment so that they can warm up to the topic or apply what they have read to a particular situation. For example, in a class about what customers want in hotels, I put students into small groups and asked them to write down what qualities they looked for, as individuals, in a hotel. Then they worked together to come up with a common list indicating the top five qualities. From their oral reports (and not every team reported, although I collected their lists and posted them on Blackboard for their future use), we moved to a discussion of what the answers were from the literature and how they differed from their list. It engendered a lot of involvement and discussion.

A way of using the small groups to apply the ideas involves assigning small groups to come up with examples of where a theoretical model—such as orienting and socializing new employees or sautéing correctly or setting up side stands—you are discussing in your class works and where it does not. It makes them apply the ideas and test them against reality.

Maximizing Interaction
In a large class, it can become very easy for us to lecture and not invite questions or discussion. One way that I have tried to avoid that temptation involves making a list of key concepts, practices, dates, etc., that the students have read that week and call on individual students to define the term and its significance. Instead of correcting or responding to their answers, I call on another student to correct or improve the first student’s response. If the first student gave an accurate and comprehensive answer, the second student will recognize that fact. If not, the second student will say what is not right or suggest ways the answer can be improved. If both students are not correct, I can teach or re-teach that concept or term. Since any student can be called on at any time in this activity, they all stay alert and listen carefully in order to be prepared.

This activity helps them measure whether they understand the reading and it gives me a chance to push their thinking by asking them to define or explain the concept, to indicate its significance and to provide an example from the industry. It is one way to connect the reading to real situations and give students a chance to show the breadth of their reading and experience. It also gives me a chance to correct misunderstandings while maximizing their involvement and interaction.

To reduce the tension and stress that this activity can engender in some students, I always give them the right to pass, but most students do not want to take it since they want to show they have done the reading and want to see if their understanding is correct.

Thank you for reading this column. If you have other ideas or suggestions about making large classes feel small, send them to me at the address below and I will include them in future Mayo Clinics. Next month, we will talk about teaching seminar classes.

Dr. Fred Mayo, CHE, CHT, is a clinical professor at New York University and a frequent presenter at CAFÉ events nationwide. He can be reached at This email address is being protected from spambots. You need JavaScript enabled to view it..