Linda Edington

Best/effective teachers prepare for each class with the philosophy that their role is to accomplish the learning outcomes of the course as well as inspiring students to continue to learn. They pay attention to the complexity of the learning process that includes critical thinking, problem solving, creativity, and curiosity to name a few.

The Belenky, et al summary of women's ways of knowing I think is important in this discussion. They identified the stages of knowing progressing from silence, received knowledge, subjective knowledge, procedural knowledge to constructed knowledge. As instructors/facilitators/teachers, I believe these stages of knowledge are a valuable framework for the development and delivery of our courses whatever instructional setting we are in.

Besides strategies for increasing silent/introverted students involvement in the class, I think it is important to manage the extroverted students from dominating the class interaction as well. I acknowledge the differences in communication styles pointing out the differences without a value attached.

In the early classes, I think some students are unfocused because they have not fully made the decision to be college students and are grappling with an "imposter mentality." One way as a faculty member I have addressed these emotional and psychological possiblities is through a discussion of the stages of change they are in and what getting their degree means for them and their families. I am interested in knowing if others have had similar experiences and have suggestions for different responses.

In preparing to facilitate an online course for students new to college I will be incorporating the following: 1. state in weekly communications that using the college resources is a smart thing to do, in fact, is expected; 2. affirm when a student self-discloses using help; 3. reinforce collaboration amongst students; 4. focus on skills that need improvement and give specific direction to a particular resource. These strategies with help students be successful in the course and their subsequent courses.

I think a variety of assessments are critical to accomodating the learning styles of the students and do not give an advantage to students who are simply better test takers.

What is a good range of "just enough and on target asssessments" for a class?

This is a good practice. Any suggestions as to how to get other students to pose questions to other students?

I heard from the Sadkers that did research on gender interaction in the classroom that instructors need to allow at least 10 seconds for a response to a question. I notice when I ask a question and the students do not respond immediately, it is my impatience and discomfort that diminishes the learning interaction. I also know there are students with an introvert style that need more time to process information and formulate a response and that they are often silenced when the extovert students speak up quickly.

One of my "courage to teach" moments was when I took a formal learning styles inventory and had an aha moment about my own learning preference and then thought about that application with students. I thought I had been inclusive of all learning styles yet realized, I needed to be intentional in my course design. I believe I became a more effective educator as a result. I want students to be aware as well since in their personal and professional lives they must be lifelong learners and knowing one's learning style can make that learning easier.