A Good Thing?

I bet we all remember when the teacher called on us cold at least once. Either we didn’t see it coming, or we knew they wanted to pick on someone to answer the question, so we pretended to be writing notes or doing anything other than making eye contact with the teacher. Then, the dreaded thing happens: you hear your name, your heart starts racing, your face flushes, the temperature in the room skyrockets, and there isn’t an ounce of saliva in your mouth. You begin to panic because you can’t come up with a single thought in response. Your frontal cortex has gone offline. Enter fear and embarrassment. I look dumb. What will people think? I’m going to get in trouble for not answering. Everyone is going to laugh at me. 

By definition, cold-calling refers to calling on a student who has not raised their hand (Watson, 2023). We all know how strongly students dislike this, and so many educators have moved away from using it, partly because students see it as being intentionally picked on and made to look bad in front of their peers. It can create fear and anxiety. But here’s the thing: cold-calling isn’t about exposing an unprepared student, intentionally making them uncomfortable, or punishing them. When used correctly, it is a good technique (Harvard Business School, n.d.; Roberto, 2021; Sherrington, 2021; Terada, 2023). 

There are several reasons for using this technique. However, it is essential to remember that we, as the teacher, set the tone in the classroom. How we view, act, react, and engage in cold-calling can also affect how students see and react to it. We are already fighting against a negative mindset about it (Morek et al., 2022; Terada, 2023). Therefore, it is helpful that both we and our students see it as providing the opportunity for them to shine (Harvard Business School, n.d.), to show us what they know, to help us and them know where they are stuck and to provide us with the opportunity to encourage and guide them toward closing that knowledge or skill gap. Cold-calling can establish and support students who come to class prepared. It can help to provide direct guidance and reassurance around content mastery, critical thinking, and communication skills (Harvard Business School, n.d.), all needed for clinical practice. Cold-calling also helps to limit those students who answer all the time and encourages those who don’t to be more engaged. A crucial caveat, however, is that the classroom must be a safe space (Gill-Simmen et al., 2025; Roberto, 2021) for all students. With student input, consider establishing the accepted and expected behaviors that everyone will adhere to. These commonly include respect, openness, attentiveness, non-judgmental listening, and confidentiality, e.g., what is shared in class stays in class (Gill-Simmen et al., 2025). 

Although cold-calling is commonly done randomly, if we take to heart the importance of creating and using this technique in a positive, supportive way, then some consideration should be put into which student is selected. Aspects to consider are how much knowledge the student has on the subject matter. Selecting a well-prepared and knowledgeable student can set the bar for what is expected. However, choosing a student with less knowledge can help to prevent the content or discussion from moving along too quickly and provide more encouragement and guidance, especially if this student is also a low-frequency participant. Of course, there is also the random choice. Using a more intentional approach to who is selected helps to keep things unpredictable, encourages students to be prepared, and deters those who respond a lot, thinking they won’t be called on (Harvard Business School, n.d.; Roberto, 2021). 

Techniques

Keep cold-calling warm

One of the ways to ensure success with this technique is to explain its goal and purpose and why you have chosen to use this technique (Jones, 2023). If I’ve learned nothing after decades of teaching, the one thing I can definitely say is that students don’t like surprises. This includes suddenly being called on when they didn’t raise their hand. So, one of my favorite sayings is “get out in front of it.”  Whenever I was going to do something new, requiring something they hadn’t done before, I would tell them about it and explain the why and what to expect. If it was something new for me as well, I let them know that and asked them to explore it with me, and that I would be very interested in their thoughts about whether it was helpful or not at the end of the course. So, I got buy-in by giving them a voice. Telling them sooner rather than later is also important, like at the start of the course, and reminding them before it happens. 

With cold-calling, it would be best to present it at the start of the course and remind them a few days before when you are likely to use it during case work so they are shocked when you suddenly cold call on someone. It has been my experience that if students have a greater understanding of why you use a certain technique or approach or why you are having them do some specific assignment in a particular way (meaning you relate it to how it will help them be a better PA), they will generally go along with little to no mumbling under their breath. This is how we keep things warm. 

As previously discussed, another way of keeping cold-calling warm is your attitude, behavior, tone, and approach to this technique. Being supportive, understanding, and encouraging helps students feel more comfortable taking risks (Morek et al., 2022; Terada, 2023), as does providing feedback, reassurance, and guidance (Harvard Business School, n.d.; Roberto, 2021;  Terada, 2023). 

All of these approaches support a safe classroom environment and being observant of other students' reactions and your own (Gill-Simmen et al., 2025). Any classmate remarks, snickers, or disrespectful body language must be addressed immediately with clear indications that any of it will not be tolerated. If students watch you be encouraging and supportive, nudging them along to dig deeper into what they know and don’t know, and feel confident that you will keep the environment safe, cold-calling becomes less scary. 

Give everyone time to think

Before singling out the student who will be cold-called, consider posing the question to the entire class first. Since no one knows yet who you will be calling on, it gives everyone a chance to think. A caveat here is to provide them with enough time to think, such as several minutes or longer, depending on the nature of the question(Sherrington, 2021; Terada, 2023). 

Engage with the student

One of the key aspects of using cold-calling is to engage with the student by being responsive to their responses. Remember, you are looking for their level of understanding and knowledge. If they provide a correct response, consider probing deeper to explore the depth of their comprehension. If they are struggling, incorrect, or unsure, offer support and encouragement, ask the question differently, or help the student break down the problem into smaller steps. Give them time to think. This type of engagement with cold-calling deepens their thinking and enables you to gain an accurate sense of them as learners. (Harvard Business School, n.d.; Sherrington, 2021). 

Give students a lifeline  

Giving students the ability to call in reinforcements or help when they get stuck is an important component to include when cold-calling (Roberto, 2021; Terada, 2023). Research shows that providing this option helps to decrease student anxiety about cold-calling (Doty et al., 2019).

However, there should be some parameters and limits to how and when this lifeline can be used so students don’t just immediately defer. The students can pick the person they want to ask, or the teacher can address the entire class for someone to help. 

Provide potential cold-calling questions ahead of time

Provide the questions the day or two before the class meets. This approach still embodies the concept of cold-calling because students don’t know who will be selected, but it gives them the opportunity to know ahead of time what the questions are and potentially do a little prep work should they be called on (Weimer, 2019). This approach can also be considered a way of warming cold-calling, as discussed earlier. 

Summary

Cold-calling is a divisive issue, with advocates saying it’s a useful tool and critics charging that it’s ineffective and promotes fear-based learning (Terada, 2023; Watson, 2023). However, cold-calling is meant to support and encourage collaboration and discussion and provide feedback, support, encouragement, and guidance for developing confidence, critical thinking, and communication skills. It should not be used for accountability or punishment but rather viewed as an opportunity for students to show what they know and illuminate areas where growth is needed. Using a warmer approach that was encouraging, engaging, and supportive resulted in less anxiety in called-on students than in confrontational or intimidating interactions (Morek et al., 2022; Terada, 2023). 

But here’s the truth: the effectiveness of any technique we use to foster learning rests heavily on how we use it. No technique is inherently good or bad. Rather, we need to focus on what actions, behaviors, words, and gestures foster positive student interactions and which don’t (Morek et al., 2022; Terada, 2023; Watson, 2023; Weimer, 2019). 

References 

Doty, C. M., Geraets, A. A., Wan, T., Saitta, E. K. H., & Chini, J. J. (2019). Student perspective of GTA strategies to reduce feelings of anxiousness with cold-calling. American Association of Physics Teachers  doi.org/10.1119/perc.2019.pr.Doty 

Harvard Business School. (n.d.). Teaching by the case method – Cold-calling. Christensen Center for Teaching & Learning. https://www.hbs.edu/teaching/case-method/leading-in-the-classroom/Pages/Cold-Calling.aspx 

Gill-Simmen, L., Xiao, L., & Panteli, N. (2025, March 12). 4 Ways to ensure all students engage in case discussion. https://hbsp.harvard.edu/inspiring-minds/effective-strategies-student-engagement-case-method

 Jones, K. (2023, September 25). Five tips for ‘cold-calling’ in the classroom. Evidence-Based Education.https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ 

Morek, M., Heller, V., & Kinalzik, N. (2022). Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices. Language and Education, 37(6), 731–749. https://doi.org/10.1080/09500782.2022.2155474  

Roberto, M. (2021, November 14). Get the most out of your cold calls. Harvard Business School Education. https://hbsp.harvard.edu/inspiring-minds/3-cold-calling-strategies-to-decrease-stress-and-increase-engagement  

Sherrington, T. (2021, February 7). Cold-calling: The #1 strategy for inclusive classrooms – remote and in person. teacherhead. https://teacherhead.com/2021/02/07/cold-calling-the-1-strategy-for-inclusive-classrooms-remote-and-in-person/  

Terada, Y. (2023, April 26). Does cold-calling work? Here’s what the research says. Edutopia. https://www.edutopia.org/article/does-cold-calling-work-heres-what-the-research-says/

Watson, A. (2023, October 22). The cold-calling debate: Potential perils, potential successes. Learning and the Brain. https://www.learningandthebrain.com/blog/the-cold-calling-debate-potential-perils-potential-successes/  

Weimer, M. (2019, February 18). Unpacking a cold-calling technique. The Teaching Professor. https://www.teachingprofessor.com/topics/for-those-who-teach/unpacking-a-cold-calling-technique/