Tough Conversation in Education

This week, my students and I had a tough conversation. They were not performing to their capabilities. They knew it, and I knew it. But neither of us knew entirely what needed to change.

For an hour, we stepped away from content and focused on process. I asked them how they were studying. What felt uncomfortable? Where were they getting stuck? I shared my expectations for the time and effort required outside of class.

But the turning point came when I asked a different question:

“What can I do better?”

At first, there was silence. They weren’t used to being asked that. I waited.

And then, the answers came.

• Hold us accountable.

• Give us more in-class quizzes so we can see what we don’t understand.

• We have resources, but we don’t know how to use them—show us how to use the textbook, practice problems, and videos.

It reminded me that underperformance is rarely about ability. More often, it’s about structure, feedback, and clarity. Students need to know that their faculty are willing to adjust and make changes, too. More importantly, students feel more connected when they feel heard.

For context, several years ago, we moved the principles of macroeconomics course from the second year to the first year. First-year students aren’t just learning economics; they are learning how to learn in a college environment. This means more class time is needed to build the skills for success in college.

It is a critical role for our students. The transition from high school to college is challenging. When students struggle, I do not see a lack of effort; I see a gap in preparation and expectations.

I personally struggled with the transition to college, so I understand when my students do.

I love teaching economics; that is no secret. But what I love more is helping our students grow as learners and watching them go from uncertainty to confidence and success.

Their feedback and our changes made the class even better this week. To my students reading this, thank you!

Education Resources

For the academics looking for my thoughts on this in journal article form. Read this paper in the Journal of Economics Education. If you want a copy, reach out directly to me.

Al-Bahrani, A. (2022). Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom. The Journal of Economic Education, 53(3), 259-272.