Jacob,
I know that students losing their syllabus is aggravating. One of the ways I have put a stop to this is the very first class I ask students for their email addresses. This helps me in other things as well, but as for the syllabus and the dailies (outlined calendar), I email a copy and tell them to copy it onto their computer and that way if they lose their hard copy they can print out another one.
Hi Jay,
As an instructor via online course facilitation for several years, I have learned that an ability to communicate effectively through emails, instant messaging, and interactive live chats and lectures is vital. This is especially important because unlike a traditional classroom setting I do not have face-to-face contact with students. In addition, the cultural differences and various backgrounds of students has to be considered (this probably applies in a traditional classroom too). Therefore, keeping students interested and engaged throughout the course can be challenging at times. One of the most important elements to help online students is to encourage their participation in the interactive live chats and lectures. I strive to do this by making each session fun and interactive.
I hope this information is helpful. Perhaps you and/or others may have some additional tips?
Earl “Howard” Amland
"Floating" is a tactic that I endorse strongly. Movement results in sustained attention that can too easily lapse especially during long lecture sections. I too have noticed that if I stay in place for too long that there is a noted decrease in attention on the part of my students.
I agree that repetition is critical, but the same key points can be made from various perspectives and not simply repeated rote the same way over and over. The same "principle" can be addressed from several directions and become almost intuitive by the end of a class.
I like the polls and use them for every online session. To me, they are a combination of an ice breaker and pre or post quiz on material from the prior session or what I will be covering in the current session.
My polls are always multiple choice - and I discuss each option after the poll is taken.
Regarding the syllabus, I agree that it can be frustrating when students do not read it. I make a practice of giving it out on the first class meeting and physically go over it point by point.
I often refer to it during the reminder of the course - and always have spare copies - for the 'rare' occasion when a student is 'missing' their copy ......
I often teach early courses in accounting. I tell students that a major requirement is to 'learn' a whole new vocabulary. In each class period, I restate the importance of the new vocabulary. If the students understand and can use their new accounting language, many of the course objectives are easily met.
Barbara, that's a good technique. Often, I think we can over prepare. A class can only absorb so much in a period. By putting the 'simpler' outline on the board, you've set expectations and already assisted the note taking.
When a PC is in the classroom, I will demonstrate the search power of the Internet - when a question comes up that is very detailed. I want to show the students how to find an answer themselves.
I agree - a strong voice is a gift. Yes, it needs to be used effectively, but it is a tremendous asset. I try to change my tone, pitch, speed, etc. to keep student interest - especially in morning classes!
As an instructor, I want to improve all of my communications skills. I teach in class and online to various age groups - often mixed in one class. I know that all students do not 'accept' the same communications.
I try to change my voice during a period.
I move around the classroom.
I ask questions of specific students when I believe it will not intimidate them.
I use the board, more than slides, as it is more physical.
Anthony,
I have a suggestion for your communication problem. How about putting your thoughts down on flash cards, putting one point you want to make on each card. You can then make your point and pause while you go to the next card. This gives your students enough time to think about what you have just said before you go on to the next item. This will help in several of different ways: it will keep you on track; it will allow your students time to digest each point before you go on to the next; and last it will keep your class moving at a steady pace. What do you think?
I believe in repetition. If you make people listen or do the same things over and over it will become imbedded knowledge or a habit.
My communication problem is that I begin to think too fast and try to get to much information out and then lose track on where I was going with my point. So I go from real fast to almost a dead stop when talking.
I think the most important skill is to make new material universally relatable to everyone. If I am teaching the class how to make brioche, I will ask those who know they have had it before to raise their hands and keep them raised while ask the others "Okay, who has eaten challah before? Hawaiian bread? Portuguese sweet bread?" These are not all the exact same bread, but very similar. By the time I go through my list of breads, usually everyone has their hand up, and I can go back to the original bread; and they all have a reference point to draw from.
I need to improve on "floating" around my class. I have a tendency to perch myself behind the demo table and stay there, whether or not I am demonstrating something. Since beginning this course, I have tried floating around more, and have noticed students who are hard to keep engaged stay with me quite a bit more.
As my classes are primarily lecture-driven, clarity is paramount. I address students with a broad range of educational backgrounds and must be ever mindful of that. I cannot speak in language that students find boring and too simplistic, yet at the same time, I cannot come across as too intelletual. I like to think that every new class teaches me a little about how better to meet these aims, and, I must admit, after teaching for over twenty years, I find my lectures and the language I use still evolving as I reach for the grail of managing to involve and truly educate every student. Pacing is a key conern, and trying to at times speak more slowly is something that I need to watch.
I feel that giving examples and allowing every student to share their experiences no matter how big or small is critical.
The communication skills I would like to improve is speaking loudly and speaking at a steady pace. I have a tendency to fade out so I need to keep the level of my sound clear and loud.
I also would like to improve making the classroom my own and walking while presenting ideas. I understand that this keeps the students interested and comfortable as oppose to standing or sitting in one spot.
One of the ways that I communicate with my students is with humor. I find that they remember key points better with it is delivered with an element of humor. I am not saying that I am my own class clown, but teaching really comes across better if you can add some entertainment value to it. I have always learned better and liked the instructor more if they can make the class fun as well as informative.
Thanks Ricardo, "real world" examples, anecdotes, relevant stories, etc. all help to personalize the learning experiences for our students; they, of course, have them to share as well (as long as there is a balance with the content that we must cover).
Jay
ED106 Facilitator
I think voice control and tone are very important
as well as non verbal communication like eye contact are important to keep students involved and interested. As for myself I would like to
use more real life examples and anecdotes to communicate better.
I love the idea of an online "pop quiz." It is unexpected,and will really show an instructor how much students are retaining.
