Mae Dorado

I am all about student engagement, the number of years that I have been teaching helped me to learn that engagement gets better evaluation scores and happier student learners.  I certainly agree with the module lessons that emphasize "Good facilitation techniques suggest that multiple strategies should be used to engage students."

I do lots of preofessional development and peer mentoring to find techniques that will work and help my courses.

I am glad to hear that much of what I am already doing is necessary to evaluate student learning and ensure that learning has occurred.  I teach in both online and face-to-face environments and highly utilize feedback that I receive from a student's evaluation of the course.

I have learned that highly engaged students are essential for the teaching environment, regardless of synchronous versus asynchronous environments.  I do alot of asking the students to refelct on what they have learned and experienced and share that in a collaborative way. 

I'll continue to use feedback on assessments as a way to… >>>

I have learned that communicating effectively is essential for establishing a pattern of teaching and will assist students in successfully navigating and getting through your course.  Through multiple communication means, such as, the syllabus, LMS Announcements, Face-to-Face Reminders, Student Feedback...I can be effective and thorough in my communication.

Technology Tools can help make teaching and managing a course more efficient.  But a teacher has to understand the tool before expecting the students in the course to use it.  Take the time to be competent in the use of the tool(s) and don't be afraid to continue to learn about it.

Managers don't always make good leaders.  Something I take to heart over the past 20 years of teaching, mentoring and managing in my various positions.  You need to practice what you preach, earn the respect from your peers and subordinates to be a good leader and they will consider you a good manager.

I appreciate the tips for online communication strategies.  I prefer to use response sequencing which is a technique for attending to students’ needs in a personalized manner. The more personal attention I provide to a student, the more I see they trust me and respect me as a mentor.

I think it is important for fostering relationships to help students feel confident in my courses and program.

Although my preference is for face-to-face interation with students...I must learn to adapt.  Technology trends are becoming popular methods of delivering instruction in the form of activities that will engage the learner.  If I can communicate on their level they may be able to understand the concepts and adapt to the learning environment better.

The online learner are no longer just traditional students.  As instructors it would behoove us to get to learn about our students and find out what motivates them to accomplish their goals for their future.

Learning about learning style preferences and level of comfort with distance technology/learning is important to set a foundation for the student experience.

There is a balance that is necessary...feed students too much and you enable them.  Help them to think on their own by letting them fail and we are not being supportive enough.  This balance is necessary to find the right kind of support to guide them to being independant, confident individuals.

I really appreciate the recommendations for effective strategies for:

• Keeping course records.
• Communicating with students.
• Counseling students.
• Dealing with undesirable behavior.
• Resolving student conflicts.
• Minimizing student attrition.

What really resonated with me was learning about behavioral traits inherent to a student's personality profiles and how to manage that type of learner.  I have found that in the traditional classroom, you can observe and immediately modify or correct undesirable behaviors.  Online learning environments could create a challenge for managing such behaviors.  I plan to use this in my online communication classes.