Effective Teaching Practices for Bridging K-12 and Higher Education

Transitioning from the classroom of third graders to the world of college undergraduates highlights the enduring significance of effective teaching practices. While the demographics of students shift from playful young learners to more mature college students, the underlying methods that inspire engagement and belonging remain remarkably similar.

As a college instructor, I've discovered the profound impact that strategies rooted in K-12 education can have on the university setting. Engaging students effectively in higher education is equally important and, when executed with intention, can yield transformative results in student learning and interaction.

1. Establishing Meaningful Relationships

In both K-12 and college environments, building relationships is foundational for fostering effective learning. Extensive research supports the idea that students excel when they feel valued and connected. For university professors, this involves creating a welcoming atmosphere where students sense they belong.

In my experience, greeting students personally before class has been transformative. It builds familiarity and demonstrates care, an approach echoed by Pamela Ertel, who emphasizes positive first interactions. Such strategies create a culture of hospitality and connection, enhancing the overall classroom experience.

Taking time to understand each student individually is essential. Engaging in informal discussions lets instructors hear students’ stories and frustrations, helping to create a supportive environment. Over time, this simple practice can significantly enhance student involvement and create a strong sense of community.

However, it’s common for professors to prioritize course content at the expense of relationship-building. Recognizing students as individuals, rather than merely learners, is crucial for effective teaching. Just as Sean Michael Morris advocates nurturing both the intellect and emotional well-being of students, college instructors should embrace a holistic approach to engagement.

2. Cultivating Active Engagement

Engagement in the classroom isn't just beneficial—it's essential. Both Vygotsky’s social constructivism and practical experience reveal that dynamic interactions drive learning. Professors must create a classroom environment that expects and facilitates active participation, moving away from lecture-based formats that dominate many college courses.

Starting each class with an engaging question sets a collaborative tone. It encourages students to contribute, fostering deep discussions that enhance understanding. Incorporating activities such as role-playing or scenarios promotes peer-to-peer interaction and keeps students involved. Furthermore, integrating movement-based exercises like 'human continuums' encourages critical thinking and collaboration, transforming traditional lectures into interactive experiences.

Professors should proactively design lessons that encourage students to engage their whole selves, blending discussion with movement to enrich learning. The result? A lively classroom atmosphere that boosts connection, learning depth, and breaks the monotony of standard lecture formats.

3. Communicating Clear Expectations

Clarity in instruction is paramount. College students thrive when they have exact expectations laid out for them, extending beyond what’s listed in course syllabi. Misalignments between instructor expectations and student understanding can lead to frustration, as revealed during guest speaker sessions in my own class experience.

During one session, a speaker failed to prompt note-taking, leading to disengagement among students. In contrast, another speaker's explicit instruction commanded immediate attention, prompting all students to take notes. This highlights the necessity for professors to reiterate instructions throughout the course actively.

Employing straightforward, consistent communication empowers students, as illustrated through educational resources like 'Teach Like a Champion.' These techniques, valuable in K-12 settings, hold equal weight at the college level, emphasizing the need for clear, actionable guidance to support student learning.

In summary, whether in kindergarten or a senior college class, the teaching techniques that facilitate engagement and foster community still resonate. The journey from hand-drawn pictures to air pods doesn’t change the fact that students, regardless of age, seek belonging and purpose. It's imperative for educators—from elementary to higher education— to cultivate relationships, stimulate engagement, and provide lucid instruction for their students' success.

Meredith A. Frey, MA, is a current PhD student in P-12 Educational Leadership at Baylor University. She teaches undergraduate courses on Leadership and has substantial experience in elementary education.

References

Blum, S. D. (2024). Schoolishness: Alienated education and the quest for authentic, joyful learning. Cornell University Press.

Eng, N. (2017). Teaching college: The ultimate guide to lecturing, presenting, and engaging students. Norman Eng.

Ertel, P. A. K., & Kovarik, M. (2014). Greetings. In The ABC’s of Classroom Management (2nd ed., pp. 55–55). Routledge. https://doi.org/10.4324/9780203765333-88

Kriete, R. (2002). The Morning Meeting Book. Northeast Foundation for Children.

Lang, J. M. (2016). Small Teaching. Jossey-Bass.

Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. (Third edition). Jossey-Bass.

Miller, M. (2024). A teacher’s guide to learning student’s names: Why you should, why it’s hard. The University of Oklahoma Press.

Human Continuum. Teach Britannica. (2025, February 7). https://teachbritannica.com/instructional-strategy/human-continuum/#:~:text=Human%20Continuum%20is%20a%20discussion,a%20diverse%20range%20of%20opinions

Speakman-Spickard, S., & Collier, K. (2019). Classroom Protocols. AMLE Magazine, 7(3), 9-12. https://www.amle.org/classroom-protocols/