Our students come to us from a variety of backgrounds, all with different motivations for being in our classrooms. Finding commonalities among students can be challenging if they never open up or participate during the class. Sometimes a lack of participation might be a sign that the student doesn't feel their opinion is valuable or there may be a general sense of alienation. These feeling might stem from having had a series of less than positive interactions in previous academic settings. When we see a smart student who exhibits waning confidence, there are a few useful tools we might use in order to boost their self-worth, as it relates to how they feel about themselves in the classroom.
- Remember that our opinion of their work product is highly subjective. In subject areas where there is wiggle room to interpret the meaning of theories and concepts differently, we can try validating the student's perspective even if it is vastly different from our own. In my personal experience as a new graduate student many years ago, I can remember feeling really defeated if an instructor ripped my perspective apart instead of first validating it and then explaining to me why another perspective might be a better approach. It made me feel as though I didn't belong and that I was in over my head. These same ideas I later tested in papers for other professors were praised for their uniqueness. Its important to remember how much our opinions mean to students and while our opinions are backed by years of study and experience, it doesn't mean there isn't a new way to see an old concept. This type of exploration should be encouraged.
- Try multiple methods of assessment. For those who don't perform well on tests a multifaceted presentation might be a better fit. For those who don't present well, building a website could be where they shine. For someone who doesn't have the skill-set to build a website, try allowing them to develop and shoot a short film. Many of these methods can be used in combination with others. In recent years, traditional ways of sharing information have been challenged by innovative tools that are now available for personal use. With current technological advancements, there is so much room to try various ways of assessing whether or not students have gained a working knowledge of the material. A research paper maybe be safe but the possibilities are truly endless.
- Share stories about yourself and how you were once just like them. Many students deal with impostor syndrome, which is also commonly experienced by instructors. At the end of the day, we are all human, therefor it should be easy to understand how a student might feel intimidated in an environment they are not accustomed to. I know I have personally dealt with the feeling of not feeling as though I was qualified enough to be in a position or to attain a specific degree. But after getting my footing, I quickly got over that "not enough" feeling. I remembered that no matter the position or how much others seem to be thriving, they are also dealing with some type of insecurity I have no knowledge of. I found that sharing some of my early struggles with being a first generation college student allowed students the space to be easier on themselves. I had created an opportunity for them to settle into their new role as a student and the expectations that come along with it.
The ultimate goal of any instructor should be to facilitate student success to the best of their ability. This doesn't mean that the onus of responsibility is all on the instructors but it does mean the instructor should do their best to not be another place of insecurity for the student. I hope you have enjoyed reading this short list of ways we can assist in instilling confidence in our students. Feel free to share a few of your own in the comment section below.
Jameelah Ra'oof MIS, MS
Coordinator of Teaching, Learning & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman's University
940.898.3427
Stoddard Hall - Room 305A 
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