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The use of a variety of teaching methods in university teaching can help to:

• Create an interactive learning environment, 
• increase student participation and reduce barriers, and
• thus, also improve learning outcomes.

The choice of methods should depend on the teaching objectives, the subject discipline and the needs of the students. A combination of different methods can create an enriching learning experience, strengthen students' skills in different areas and cater for students' different learning styles and preferences.

Care should also be taken to allow sufficient time for student discussion and interaction and not to overload the seminar with learning material so that there is no time left for participation. The interests and experiences of the participants should also be incorporated into the seminar.

In addition, clear expectations regarding student participation should be set at the beginning of the seminar. This can take the form of rules, guidelines or goals that define the nature of participation. This encourages students to take responsibility for their own learning journey.

It is also important to obtain regular feedback (see feedback culture) on the design of the seminar and the opportunity for participation. This allows improvements to be made and the students' needs to be taken into account.

Here are some examples of diverse and interactive teaching methods: 

• Discussions allow students to actively participate in the learning process, exchange ideas and think critically. It is your job as a teacher to chair the discussion and ensure that all participants have the opportunity to express themselves. You can ask questions, encourage conversations and should make sure that no one dominates the discussion or behaves in a discriminatory manner. In addition, students can be given the task of leading the discussion in order to involve them even more actively.

• Group work and team projects: Some students feel more comfortable in smaller groups and are then more likely to participate. Therefore, organize regular small group projects to deepen discussions and promote exchange. Working in groups or teams also promotes students' social and cooperative skills. They can work together on projects to gain practical experience.
• Activation methods: These include activities such as brainstorming, role-playing, simulations and other experiential learning methods. The use of shorter written assignments during the seminar can support the participation of students who are more reluctant to speak. These can, for example, also be written anonymously and brought into the classroom, which can reduce further barriers to participation.
• Flip-the-classroom model: This reverses the traditional teaching approach by making learning content available online before the lecture and using the lecture time for active discussions and exercises.
• Online-Tools: The integration of e-learning platforms, virtual courses and web-based resources extends the opportunities for learning and allows flexible time management. The use of online discussions and forums allows students to exchange thoughts and opinions, even outside the classroom. In digital courses, you can also use various online tools to ease participation, such as surveys, chat rooms or discussion forums.
• Reflection and feedback: Continuous reflection on teaching design and feedback from students can help to adapt and improve teaching methods and materials on an ongoing basis. Involving students in the assessment process, for example through peer feedback and assessment, also promotes self-reflection and the development of evaluation skills.
• Guest lectures and expert presentations: Involving guest lecturers and experts from the industry to bring current insights and experiences into the classroom provides students with hands-on learning.
• Practice: Case studies, field studies or internships provide practical examples and realistic scenarios that help students apply their theoretical knowledge to real-life situations.

Dominant speaking behavior occurs when a person speaks excessively in a conversational situation, dominates the speaking time and possibly excludes other participants.

Forms of dominant speaking behavior can be, for example: 

• Antagonistic rhetoric, which is a conversational style where the main goal is to create contradiction, conflict or opposition. In opposition to constructive communication, which aims at understanding, consensus and cooperation, antagonistic rhetoric emphasizes differences and points of conflict;
• Interruptions of other people;
• Insults or discrimination;
• Belittling other opinions;
• Long monologues and frequent speaking up;
• "Entitlement", i.e. the assumption that one's own opinion or needs should automatically take priority due to certain identity markers, without regard for the perspectives or concerns of others;
• "Mansplaining", i.e. a certain dynamic between the genders where a man explains something to a woman or TIN* person in a condescending or lecturing way, often in a situation where the woman or TIN* person is already well informed about the topic;
• Inappropriate reactions to statements made by others, such as eye rolling or similar.

It is your job as a teacher to create a balanced and respectful discussion environment in which all students are given the opportunity to contribute.

You can pay attention to the following points to counteract dominant speaking behavior:

• Create awareness by establishing communication rules and emphasizing the importance of active participation;  
• Active moderation that gives everyone the opportunity to express their opinion;
• Use structured discussion formats, such as partner or small group work; 
• Use a variety of interaction methods (see Participation and Variety of Methods);
• Encourage active listening, for example by summarizing the statements of other students;
• React to degrading statements and directly address dominant speaking behavior;
• Regularly create space for reflection and feedback on the communication and discussion culture (see Feedback Culture);
• Address as many students as possible and ask open questions;
• Use gender-equitable and diversity-sensitive language;
• Avoid defamatory terms or respond to them when others use them;