Warming Up Makes Class Discussions Better

Jumping straight into a class discussion can be scary — especially if you’re nervous about speaking up in front of everyone. Sometimes, it feels like you don’t even know where to start.

One of my favorite professors, Dr. Danya Glabau, did something that really helped me to participate in her Science, Technology and Society class. At the start of each class, she would spend about 15 minutes talking about the readings. She didn’t just repeat what we read — she explained the main ideas in a clear way and shared what she thought about them. 

At the beginning of every class, we were given a printed agenda. It had the key theme for the day, the readings, and even detailed notes for each reading. Dr. Glabau would start by talking about the general theme and telling us what she found interesting or even confusing about it. Hearing her point of view made us feel like it was okay to have our own thoughts.

I still remember the first time she did this. We were reading about techno ableism — the idea that technology often leaves out disabled people. This was a totally new term for me. Without her warmup, I would’ve just sat there, too nervous to say anything. That day, Dr. Glabau started by explaining what techno-ableism means, using simple words and real-life examples. She talked about things like automatic doors that don’t stay open long enough for wheelchair users, or websites that blind people can’t read with screen readers because the design ignores accessibility.

Then she asked us a question: “Can technology ever be truly neutral if it doesn’t include everyone?”

Without this set up by I would have sat quietly and hoped someone else would talk first. But since she walked us through the ideas and themes and told us what parts she agreed with and what parts she didn’t, I didn’t feel lost. I had something to say because I knew what the main point was. I remember raising my hand and sharing my thoughts on it. My heart was racing, but when I finished, she nodded and agreed with me and asked the class what they thought. Suddenly, more people started jumping in. It felt less scary because we were all building on the same idea. She would even appreciate our point of view— even if it was different from hers.

As the semester went on, this warmup became our routine. Every class started the same way — agenda in hand, Dr. Glabau’s thoughts first, then a big question to chew on. By the middle of the semester, I noticed that more of us were talking. Even the quietest students found moments to share. Our discussions felt deeper because we weren’t just repeating facts. We were really thinking, questioning, and sometimes even disagreeing — but in a good way. I always felt prepared because I knew what to expect. I could write down my thoughts while she spoke and use them later when it was time to talk. By the end of the semester, speaking up didn’t feel so scary anymore. I actually looked forward to it.

Research also shows that this works. Dallimore, Hertenstein, and Platt (2004) found that students join in more when professors help warm up the conversation first. It makes it easier for shy students to speak up and helps everyone feel more ready to share. 

This warmup exercise made a big difference. At the end of the semester, I wasn’t the quiet student sitting nervously in the back—I had grown into someone who could speak up with clarity and confidence. I had learned how to engage in thoughtful discussions, how to express my perspective even when it differed from others, and most importantly, how to believe that my voice belonged in the room. What started as a simple classroom routine became a lesson in self-expression—one that I’ll carry far beyond that classroom.

References

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53(1). https://doi.org/10.1080/0363452032000135805

National Center on Disability and Journalism. (n.d.). Disability style guide. Retrieved July 24, 2025, from https://ncdj.org/style-guide/

Shew, A. (2023). Against technoableism: Rethinking who needs improvement. W. W. Norton & Company. Retrieved from https://cdn.bookey.app/files/pdf/book/en/against-technoableism.pdf

Image Credit: University of Waterloo, Centre for Teaching Excellence, 2025