The Faculty Room
Section editor: Dr. Mostafa Nazari
The School Exam
Albert Anker, 1862
Classroom Management in Higher Education:
Clear Instructions and Effective Seating
Dr. Mostafa Nazari, Assistant Professor
ACSS Department, UCW
Classroom management in higher education does not always require complex strategies. In many cases, small and practical changes can make a strong difference in how students understand, participate, and engage in class. Two important areas that directly affect student learning are how instructors give instructions and how students are seated during class activities. When these are done well, students ask fewer questions, stay more focused, and complete their tasks with greater clarity.
In courses such as English 100, English 102, and COMM 140, where students are working on writing, communication, and academic skills, instructors often use a variety of techniques to support understanding. At the same time, in content-based courses such as marketing, accounting, sociology, or operations management, students are often less familiar with assignment expectations. In these courses, the way instructions are given becomes even more important, as students rely heavily on clear guidance to complete their work successfully.
Giving Instructions in University Classes
Giving clear instructions is one of the most important parts of effective teaching. Many classroom challenges come from students not fully understanding what they are expected to do. This can happen even when instructions seem clear from the instructor’s perspective. For this reason, both written and oral instructions should be carefully designed.
For written assignments, instructors can improve clarity by organizing instructions into simple sections. Adding parts such as important dates, a clear outline of the assignment, extra resources like videos or sample work, and a short rubric can help students understand expectations better. When students can see how many sections are needed, what each part should include, and how they will be assessed, they are more likely to complete the task correctly.
Oral instructions in class are equally important, especially during activities. Instructions should be short, simple, and given step by step. Instead of explaining everything at once, instructors can break tasks into smaller parts and pause between steps. Using examples, writing key points on the board, or showing a model can also support understanding. In many UCW classrooms, students respond better when they can both hear and see the instructions at the same time.
Another useful strategy is checking understanding through simple elicitation. Instead of asking “Is it clear?”, instructors can ask students to explain the task in their own words or identify the first step. This allows the instructor to quickly see if students are ready to begin. In courses where students are still developing academic skills, this step can prevent confusion and save time later in the lesson.
The Importance of Seating and Classroom Interaction
Seating arrangement is another key element of classroom management that directly affects student interaction. The way students sit in a classroom can either limit or support communication. In many university settings, classrooms are arranged in rows, which are useful for lectures and presentations but not always effective for discussion or group work.
In some courses at UCW, especially communication or writing courses, instructors try to use more flexible seating such as pair work, small groups, or a U-shape when possible. These arrangements allow students to make eye contact, share ideas, and participate more actively. However, not all classrooms allow this type of setup. Some spaces are fixed, and movement is limited.
Even in these situations, small adjustments can still make a difference. Instructors can ask students to turn and form small groups of three to five, or work with a partner for short activities. These small changes create more interaction without requiring a full rearrangement of the classroom. For activities such as peer feedback, discussions, or problem-solving, this type of setup can improve participation and engagement.
It is also important to match the seating arrangement to the purpose of the lesson. For example, rows may work well for explanations or exams, while group seating is more suitable for discussion and collaboration. When seating is planned with the activity in mind, the class becomes more organized and students understand their role more clearly.
Conclusion
This article shows that simple strategies such as improving instructions and adjusting seating can have a strong impact on classroom management in higher education. Clear instructions help students understand expectations and reduce confusion, while thoughtful seating arrangements support interaction and engagement.
These practices are especially important in diverse classrooms where students may have different levels of experience with academic tasks. By focusing on clarity, structure, and small adjustments in classroom setup, instructors can create a more effective and supportive learning environment. These changes are practical, easy to apply, and can improve both teaching and learning experiences. The next part provides two simple checklists for university instructors or facilitators.
Checklist for Giving Instructions:
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Did I use simple and clear language?
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Did I break the task into steps?
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Did I provide a clear example or model?
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Did I include written support such as slides, board notes, or a handout?
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Did I check understanding by asking students to explain the task?
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Did I mention timing and expected outcome?
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Did I organize written instructions with dates, outline, rubric, and resources?
Checklist for Seating and Interaction:
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Is the seating arrangement suitable for the activity?
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Did I create opportunities for pair or group work?
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Can students easily interact with each other?
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Did I adjust seating based on lesson purpose, such as lecture or discussion?
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Is the classroom space used effectively, even if it is limited?
Dr. Mostafa Nazari, Assistant Professor
ACSS Department, UCW
Student Experiences with Feedback in Higher Education:
A Case from the ACSS Department at UCW
Introduction
Feedback is important in higher education because it helps students understand their strengths and what they still need to improve. In this short study from the ACSS Department at University Canada West (UCW), 26 students shared their real experiences with feedback in different courses.
Before completing the survey, students reviewed a one-page guide explaining self-feedback, peer feedback, teacher feedback, and the difference between constructive and positive feedback. They were then asked to reflect on helpful and unhelpful feedback they had received in their courses.
Overall, most students reported positive experiences. About 19 responses showed satisfaction with the feedback they received, while around 6 described feedback as unclear or not useful. The selected comments below present both sides of these experiences.
Students provided consent for their responses to be shared in this publication.
Types of Feedback in Learning
In higher education, feedback can come from different sources. Self-feedback happens when students review and reflect on their own work to identify strengths and weaknesses. Peer feedback is when classmates provide suggestions or comments, helping each other improve. Teacher feedback is given by instructors and usually includes guidance on how to improve assignments, structure ideas, and meet academic expectations.
Feedback can also be categorized as constructive or positive. Constructive feedback focuses on areas that need improvement and often includes suggestions for revision. Positive feedback highlights what students have done well and helps build confidence. Both types are important, as one supports improvement and the other supports motivation.
Selected Student Responses (Student names have been removed to maintain anonymity)
Positive Experiences
HRMT 301
One helpful feedback experience was when my teacher gave comments on my assignment draft. He told both good things and also what I need to improve. He explained about my structure and arguments and where I was not very clear. He also told me that some of my points need more support from examples. In that class, teacher asked us to bring our laptops, and we opened our files. When he gave feedback, he encouraged us to update our work in class at the same time. I was checking and editing my assignment while he was explaining.
English 102
In my English 102 course, I got feedback on my essay draft which really helped me. First, teacher put us in pairs and we talk about our work for few minutes and share ideas. Then teacher showed feedback on screen in class. He explained in two parts, first about formatting and then about writing like intro, body and conclusion. He also told us to check headings and make sure everything is in right place. We were also asked to bring laptops so we can follow and fix things in class.
COMM 200: Communications Theory
In my COMM 200 course, I got feedback on my media experiment proposal draft. Teacher told me about formatting problems and also how to make my ideas more clear. He also gave us two video clips, one was about how to format title page and another was about reference page in APA style. I watched those videos again later and checked my assignment. It was easier to understand what I was doing wrong when I saw the examples.
Marketing 201
In my Marketing course, I got positive feedback on my individual case study. Teacher said my analysis was good and I used marketing concepts in correct way. He also said my structure was clear and easy to follow, especially in customer part. He mentioned that my points were connected well with the case. When he was giving feedback, he also compared some good parts with other examples in class which helped me see difference. I was taking notes at that time to remember for next time.
Negative Experiences
COMM 200
In one assignment, I received feedback that said “needs improvement,” but I found it a bit difficult to understand what specific areas required revision. The comment did not indicate whether the issue was related to structure, grammar, or content, so I was unsure where to focus my efforts. I reviewed my assignment again, but it was still challenging to identify the exact problem. I was hoping for a brief example or a more detailed comment to guide my revisions. I also discussed it with a classmate to gain some clarity. More specific feedback would have helped me improve more effectively.
Sociology
In one individual assignment, the feedback felt quite brief, and I found it a bit challenging to fully understand how to improve my work. It did not clearly indicate which aspects of my arguments or structure needed revision, so I was not always sure what to focus on. I reviewed the feedback several times and made some changes, though at times I was still uncertain if I was addressing the intended issues. I also referred back to the rubric to guide my revisions, but a few points remained unclear. Having one or two more specific comments or examples would have made it easier to improve more effectively.
COMM 140
In my COMM 140 course, I did receive feedback, but I found it somewhat difficult to apply. Some of the comments were quite general, such as “improve your ideas,” and I would have benefited from more specific guidance on what needed revision. During class, feedback was provided to a few groups, which was helpful to observe, but not all groups had the same opportunity. For the remaining groups, comments were shared later by email, which was useful, though in-class explanations might have made the feedback clearer. Additionally, some suggested resources were mentioned but not shared, which could have further supported our understanding.
ENGLISH 100
There was a time when I received feedback indicating that my work needed improvement, but I was not entirely sure which specific parts required revision. The feedback felt somewhat general, and I would have benefited from a clearer explanation or an example to guide my understanding. I made some changes, but I later realized I may have focused on the wrong areas. I spent time reviewing my work carefully, though I still found it challenging to identify the main issue. Even a brief example, such as a sample argumentative paragraph, might have helped me better understand how to improve.
Conclusion and Implications
This case from the ACSS Department at UCW shows a clear pattern in student experiences with feedback. Students value feedback that is clear, specific, and interactive, especially when they can use it during class. Peer discussion, live comments, examples, and guided revision made feedback more useful.
In contrast, feedback that was too general, brief, or delayed often caused confusion. Without clear explanation, students were not always sure how to improve.
A strength of this article is that it is based on students’ real experiences across different courses. For future research, similar surveys can be collected from other departments to compare feedback practices across the institution.