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Maintain eye contact

This is a useful idea. Students will know that the instructor is involved.

When making eye contact with the student, I think it gives them the feeling that the insturctor truly cares what they have to say. I also express to my students that their patients in the physician's office expect direct eye contact with them to let the paient know the MA is listening.

I agree- I simply don't understand how someone could possibly convince themselves that lack of eye contact is acceptable.

Just think about personal conversations- how would you feel if your friend had an entire conversation with you without looking at your eyes? WIERD!!!

Hi joseph!

I talk about how important eye contact is with other people in my class. It always surprises me how many students don't realize how important positive eye contact can be.

Good job!

Jane Davis
ED106 facilitator

Eye contact is the best non-verbal key between the student/instructor or student/student conversation to ensure that what was explained was understood. Yet, being able to read (understand) eye contact is a learned ability

I think this is a useful idea, no matter who is talking and who is listening. I find it especially irritating when I am talking to a colleague (or my sons) and they say they are listening, but they actually have their eyes glued on their Blackberry or cell phone eyeing their most recent text message. I find it quite rude and will even say so.
(Students better not be eyeing their latest text message when they are still in class!)

I found this to be a helpful reminder to make eye contact with all the students. Sometimes we get used to making eye contact with just the students that are answering questions all the time. It was a real eye opener.(pun intended)

This is useful especially when a student is trying to explain an answer. I make sure I maintain eye contact with the student so that they know I'm interested in what they have to say. Also I feel it encourages other students to look and listen to what the student is sharing.

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