Volume XXXIII, No. 11 | April 8, 2011

Roll Call for Learning

One student lamented that he had attended a class for an entire semester and uttered only one word: here. Taking attendance is a requirement for federal student aid. Funds start when a student begins to attend class and may have to be repaid if and when a student stops. Accurate attendance records must be kept and precious class time devoted to keeping them. Although taking attendance is a routine administrative chore, it is not related to teaching and learning. Right? Wrong! Turn roll call into a tool that plants the class topic in students’ minds, sets the tone for the class, and encourages the development of community.

In my public speaking class, I use a different attendance prompt every day. On days when readings have been assigned, students are asked to respond to the roll call with a term or concept from the reading assignment (instead of responding with here or present). The prompt and responses remind students about the topics, encourage them to do the reading, and give me the opportunity to comment briefly on their responses. I note topics of importance or ask for examples to check understanding. I also credit their responses during class activities or lecture as the various concepts they have cited arise. One side effect has been a reduction in tardy arrivals; students know they will be asked to respond to a prompt immediately upon arrival. Asking for terms or concepts from the assigned reading material sets a business-like tone.

On days when students are giving oral presentations or participating in some other stressful activity, I ask them to respond to attendance prompts that might help them relax. Examples include: state a fact about our class, tell us where you were born, name something that makes you grouchy, describe the perfect breakfast, give the class a word of advice, or tell us a favorite pet’s name. These prompts let students share appropriate amounts of self-disclosure, build classroom community, evoke relaxation-inducing laughter, and allow others to learn about them. They promote a flow of messages between and among instructor and students. For instance, at Halloween, my attendance prompt was suggest Halloween costumes for my five-year-old triplet grandsons. The warm student response sent a clear message that the lines of communication were open.

Although advance announcement of attendance prompts is not necessary, prompts must be used consistently to be effective—from the first or second day of class. Prompts always need to be accompanied by patience. At first, some students may ask you to skip them and come back later when they have thought of something, or they may say that they do not have a response. Do not accept this behavior! Doing so allows students to disengage from class activities and permits them to send a message of indifference.

Wait as long as it takes for the student to respond appropriately. I sometimes suggest that a nearby student give the student a response, which further contributes to in a supportive classroom community. Do not allow another student to respond for the student. I can outwait any student, others will step in to help avoid possible embarrassment, and the next time the student will be prepared to respond. Prompts should be easy, asking students to reflect on or extend previously covered material. Finally, foster listening skills by not allowing students to duplicate others’ responses.

Making roll call a learning activity converts an administrative chore into useful instructional time and sets the stage for more in-depth learning to follow. Create a repertoire of attendance prompts, and check off each as you use it over the course of the semester. Occasionally ask students for their ideas for useful prompts, as well.

Gretchen Aggertt Weber, Professor, Speech

For further information, contact the author at Horry-Georgetown Technical College, 2050 Highway 501 East, Conway, SC 29526. Email Author.

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