This article provides a classroom participation conceptual framework rooted in critical pedagogy. It underscores the need for intentional class participation methods in the bachelor of social work (BSW) classroom and congruence between educators’ teaching philosophies and classroom participation expectations. BSW educators have a vested interest in developing environments reliant on active classroom participation. Therefore, classroom participation must be considered a discrete pedagogical tool and an essential component of educational practice. While varied instructional methods across the spectrum of teaching paradigms can be employed to foster classroom participation, it is imperative that educators curate methods specific to their classroom environment and student need.

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