Let’s face it, as STEM educators, we know that breaking the ice with our students can feel harder than splitting an atom (and no, there’s no Nobel Prize for figuring out why your students won’t ask for help). But fear not, fellow professors, instructors, and tutors! This comprehensive plan will help you tackle five of the most common issues that stop students from opening up and trusting you, with a healthy dose of humor to keep things interesting.
In this post, we’ll address the challenges students face, from being intimidated by the subject matter to dealing with past negative experiences. We’ll also show you how to build an inclusive, trusting environment. So, grab your lab coat and slide rule (or, you know, your digital syllabus), and let’s dive in!
- Intimidation by the Subject Matter: Turning “I Don’t Get It” into “Aha!”
Issue: STEM subjects can be as intimidating as trying to memorize Pi to 100 digits. Students often feel insecure and hesitant to ask questions for fear of sounding unintelligent, leading to disengagement.
Plan of Action:
Normalize Questions and Mistakes: Tell your students straight up—there’s no such thing as a dumb question in your classroom, except for “Is this going to be on the test?” (Kidding. Sort of.) Let them know that everyone, even Einstein, probably asked “Why?” at some point.
Low-Stakes Engagement: Throw in some icebreakers or casual class discussions. Let students dip their toes into the deep STEM waters before you hit them with advanced calculus. (Bonus: They might realize you’re not that scary.)
Multiple Avenues for Questions: Give students options like anonymous question boxes, online forums, or one-on-one office hours. Some students would rather lose a game of Fortnite than raise their hand in front of 50 classmates.
Celebrate Small Wins: Whether it’s mastering the difference between mitosis and meiosis or solving a tricky math problem, celebrate their progress like you would when you finally debug your code after 5 hours.
Use Active Learning Techniques: Group discussions, peer teaching, or interactive simulations are your friends. Let students teach each other—peer pressure is real, and sometimes hearing it from a classmate makes more sense than from the person in a lab coat.
Resources:
Edutopia: How to Get Students Asking Questions (https://www.edutopia.org/article/guiding-students-to-ask-great-questions)
Harvard University: Active Learning Techniques (https://bokcenter.harvard.edu/active-learning) - Cultural and Language Barriers: Bridging the Gap
Issue: In diverse classrooms, cultural and language barriers can make students hesitant to communicate, ask for help, or engage with the material. International students, especially, might struggle to overcome cultural norms around authority or communication styles.
Plan of Action:
Create a Welcoming Environment: Make it clear from day one that your class is a United Nations of knowledge—everyone’s welcome and valued. Avoid idioms or culturally specific humor (as tempting as it is to make another “Bad at Math? Just Get a Calculator” joke).
Offer Additional Support: Set up glossaries for complex terms, use subtitles for online lectures, or organize extra review sessions. It’s like adding training wheels before they start riding the STEM bike.
Encourage Peer Support Networks: Buddy up students so they can lean on each other, especially when language is a barrier. Who knows, you might create the next Einstein-Freud dynamic duo (science AND psychology, what a pair).
Mindful Communication Styles: Some students are shy; others are blunt. Create a variety of participation options (like written reflections or anonymous forums) so they can contribute in ways that feel comfortable.
Regular Check-ins: A quick private chat can work wonders for identifying students struggling with cultural or language issues. Be proactive without embarrassing them.
Resources:
Inclusive Teaching Strategies from Stanford University (https://teachingcommons.stanford.edu/resources/inclusive-teaching)
Diverse Education: Bridging Cultural Gaps in the Classroom (https://www.nais.org/magazine/independent-teacher/fall-2007/bridging-the-cultural-gap-between-teachers-and-stu/) - Fear of Judgment or Failure: From Perfectionists to Learners
Issue: Many students fear being judged for not knowing the answer. The pressure to succeed can make them freeze up faster than an old Windows XP computer during finals week.
Plan of Action:
Foster a Growth Mindset: Remind students that failure is just a step toward success, not the end of the world. Think Edison and the lightbulb—”I didn’t fail 1,000 times; the wiring was just funky.”
Non-Punitive Assessment: Create assessments that focus on growth. Allow resubmissions or opportunities to improve their work. If the test is more terrifying than the problem, they won’t try!
Offer Formative Feedback: Give feedback frequently, and without attaching a grade. That way, students can make adjustments before it “counts.” Think of it like beta-testing a video game—without the judgment.
Encourage a Supportive Class Culture: Get students to help each other through peer review or group work. When they see they’re all in this together, the intimidation factor decreases.
Approachability: Be warm and approachable! Smiling won’t solve calculus, but it might just make students less scared to ask you about it.
Resources:
Mindset Works: Growth Mindset Research (https://www.mindsetworks.com/science/)
EdSurge: Non-punitive Grading Systems (https://www.edsurge.com/news/2023-05-09-is-it-time-to-rethink-the-traditional-grading-system) - Lack of Personal Connection: From a Name on a Roster to a Real Person
Issue: STEM subjects are often content-heavy, and building personal rapport can take a back seat. But without that connection, students may not trust you enough to ask for help.
Plan of Action:
Learn Names and Interests: Even in large classes, take time to know something about your students. (Pro tip: Try not to mix up John and Jake when they’re in the same lab group for the third time.)
Host Office Hours and Group Sessions: Hold regular office hours and informal study sessions. It’s like “happy hour,” but for science (BYO questions).
Be Visible and Engaged Online: For online courses, post video messages and engage in forums. Your students are not just a username. The more they see you as a person, the more likely they are to trust you.
Share Your Journey: Let them know that you didn’t emerge from the womb solving equations. Share your struggles and victories to show them that learning is a process.
Incorporate Personal Check-ins: Ask them how they’re doing, both academically and personally. You’d be surprised how much more students open up when they feel cared for.
Resources:
Chronicle of Higher Education: How to Engage Students (https://www.chronicle.com/article/how-to-make-your-teaching-more-engaging/)
Faculty Focus: Building Personal Rapport in the Classroom (https://www.facultyfocus.com/articles/teaching-and-learning/building-rapport-with-your-students/) - Previous Negative Experiences: Overcoming the Trauma of Bad STEM Classes
Issue: Many students come into your class with baggage (and no, we’re not talking about their backpacks). If they’ve had negative past experiences, they may hesitate to trust you.
Plan of Action:
Rebuild Trust Gradually: Patience is key. If your student has had a rough go in the past, show them your class is a safe space. Rome wasn’t built in a day, and neither is trust.
Use Positive Reinforcement: Focus on their strengths. If they have the conceptual understanding of string theory but fumble on the math, praise the former while gently coaching on the latter.
Be Attentive and Compassionate: Students might not always verbalize their struggles. Keep an eye out for signs and offer a helping hand before things snowball. “Help me, Professor” should never feel like an SOS signal.
Clear, Constructive Feedback: Provide feedback that helps them improve. No one likes vague criticism, especially if they’re already insecure about their abilities.
Encourage Self-Reflection: Help students reflect on their learning journey. By understanding their strengths and weaknesses, they can take ownership and move forward confidently.
Resources:
Psychology Today: Building Trust with Students (https://www.psychologytoday.com/us/blog/how-raise-successful-people/201906/building-trust)
Faculty Focus: Constructive Feedback for Students (https://www.facultyfocus.com/articles/educational-assessment/they-dont-read-my-feedback-strategies-to-encourage-reception-and-application-of-course-feedback/)
Building trust and rapport with students isn’t just about delivering lectures or grading papers—it’s about creating an environment where they feel comfortable enough to engage, ask questions, and grow. By addressing common issues like intimidation, cultural barriers, and fear of judgment, STEM educators can foster a more inclusive, supportive, and dynamic learning atmosphere.
So, the next time a student seems hesitant, just remember: Building rapport isn’t rocket science. Wait, scratch that. Actually, sometimes it is—but hey, you’ve got this!
By implementing these strategies, you’ll be able to connect with your students, build trust, and foster a successful learning environment for everyone.
Further Reading:
Harvard Business Review: Effective Communication for Educators (https://hbr.org/topic/education)
National Science Teaching Association: Strategies for STEM Education (https://www.nsta.org/nstas-official-positions/stem-education-teaching-and-learning)