Do Teachers Appreciate Attentive Students Who Say 'Mhm' and 'Uh-Huh'? Unpacking the Classroom Dynamics

Teachers often encounter various challenges in the classroom, but the presence of students who respond with 'mhm' and 'uh-huh' during lectures can sometimes be both a blessing and a curse. While some might argue that these noises can serve as a sign of engaged attention, others find them disruptive. In this article, we explore whether teachers appreciate such responses and delve into the role of verbal fillers in the classroom.

Understanding the Context of Student Responses

While the consensus among most teachers is that 'mhm' and 'uh-huh' noises can indeed indicate attention, the extent to which these sounds are appreciated varies. A teacher like Qwen (assume a placeholder for the teacher in this scenario) has had the experience of a classroom of 30 students all making such noises, which can quickly turn a lecture into more of a zoo-like environment. This situation often leads to a shift in student attention from actual lesson content to the identification of the students making the noises.

For Qwen, the issue was not as prevalent as it might be in larger classes. As a language teacher, Qwen typically facilitated speaking and interactive activities rather than large-scale lectures. The engagement and interaction encouraged in smaller class sizes of around 12 students made such verbal fillers a more acceptable part of the teaching and learning process. This dynamic, however, is not universal; teachers in larger classes with more students might find such noises more disruptive.

Role of Verbal Fillers in Effective Communication

A good speaker, whether in the classroom or in public, aims to minimize verbal fillers. These fillers, such as 'uh', 'um', and 'mhm', can detract from the clarity and impact of a speaker's message. Effective communicators prepare their thoughts in advance and use notes to assist their memory, ensuring they stay on track during presentations.

The same principle should apply to teachers. A well-prepared teacher, with clear lesson plans and interactive activities, can create a learning environment where verbal fillers are less necessary. However, it is important to recognize that students, especially younger ones, are still developing their skills. Acknowledging and allowing for this development is crucial in a supportive educational environment.

Teachers should foster an atmosphere where students feel comfortable asking questions and providing feedback. Public praise for good behavior and constructive, private feedback for areas needing improvement can help maintain a positive and conducive learning environment. This approach not only addresses the issue of verbal fillers but also builds a stronger sense of community and engagement in the classroom.

Addressing the Root of Disengagement

The presence of students gazing out the classroom windows during lectures is a telltale sign of a more significant issue: disengagement. Teachers should focus on addressing the underlying causes of disengagement rather than simply penalizing students for making 'mhm' and 'uh-huh' noises. Engaging students through interactive activities, real-life examples, and relevant content can help maintain their attention and increase their involvement in the learning process.

Additionally, teachers should consider adapting their teaching methods to better suit the needs of their students. Differentiated instruction, where teachers provide multiple ways to engage with the material, can help cater to diverse learning styles and increase overall classroom engagement. Regularly soliciting student feedback and implementing adjustments based on this feedback can further enhance the effectiveness of the teaching approach.

Conclusion

While the presence of 'mhm' and 'uh-huh' noises can sometimes indicate attention, their appropriateness largely depends on the classroom context. Teachers should strive to create an engaging and interactive learning environment where such verbal fillers can be tolerated, provided they do not disrupt the lesson's flow. By addressing the root causes of disengagement and fostering a supportive learning atmosphere, teachers can create a more conducive space for effective learning and communication.