Julie, I have to find some ways to stimulate activity in an online compositions class. What you describe here is wonderful for a ground campus. Thanks for the ideas!
I know I have found myself in the same situation laid out in the instructional material discouraged by student grades and lack of pariticpation. I remember from other classes I have taken and material I have read that I have a responsibility to get things back on track. I appreciate the REFOCUS process taught here.
We tend to teach how we were taught. And, if that were not enough, who among us have been taught how to teach, effectively?
Sometimes student and instructor become tired and need to refocus to remember the reason both on in this learning environment. Re-evaluating the reasons both are at college helps the instructor to focus on the importance of effective communication and the student to recall their original goals.
Hi William,
Great to hear. I know you are going to continue with your expansion of knowledge and expertise as an educator based upon your forum comments. Your students are going to benefit from these efforts.
Gary
Instructors tend to teach things the same way, this rote style of teaching, and learning, is not the most active style. Changing things up helps both student and teacher be excited about the material.
Given my personality style and my work habits, I at times find myself overinvovled with a new project or consultation. When the early signs of burn-out begin to occur, with the fatigue and change in commitment, I tend to let my creativity slack in my courses, since I "have been at this long enough and know the field well enough" that I can get by. But, I quickly notice a chagne in the class climat e and know that I am not giving my best and my students are certainly not getting my best. I must - must - ioncorporate refocusng strategies in an ongoing basis in my life - not just my teaching - to keep the proper babance both for myself personally and professionally, as well as my students.
I really enjoyed and learned from this module. Reason is that it seems like more and more of my time is being grabbed by activities that don't seem related to the classroom, and my students, and seeking to become a better, more effective instructor.
REFOCUS is a way to fully recharge one's batteries. Without occassional introspection, we all stagnate. And stagnation is sure to lead to lower retention rates.
Like anything in life, perspective is the key. REFOCUS is an opportunity to take a step back and rethink on many fronts.
Staying updated and refreshing your outlook brings new energy to the classroom, which makes for success for your students.
At some point in the course, your expectations encounter reality- the reality of students with complicated lives, the reality that some students have gaps in their knowledge or have deficient work habits that intervene when the first wave of enthusiasm wanes. This is when the REFOCUS methodology can serve as a "gut check" for teacher and learner alike. The alternative, taking things a day at a time, is a bad second choice because one misses the big picture- goals for instruction.
Just as students learn through trial and error a certain amount of that takes place during the development of a teaching career.
Students change as well as us, we need to keep re-visiting things so we don't get caught in the same old wheel over and over again.
Life makes it easy to get off track. I like to write out my goals so I can review them as I get discouraged
Hi Linda,
Good strategy. This keeps you fresh and excited about the course even when you are starting to wear down. Half to 3/4 through the course students can start to give out in terms of their energy and/or excitement. They start to feel pressured and frustrated in relation completing the course and by you coming into the course ramped up and ready to go you can help them recapture some of the excitement needed to complete the course.
Gary
There are times when I have been teaching that I became frustrated that students were not doing well on tests and were not actively participating in classes despite my attempts to engage them. When feeling frustrated, feeling like I would rather not go to class, I have to stop and recharge. REFOCUS is a means of doing this. It allows the instructor to approach the class with new enthusiasm and new ideas. Sometimes in doing this, I hand out a questionnaire for students with 3 or 4 questions on it. The questionnaire poses questions about what students would like to learn in the remaining weeks of the course, what they have found effective, and what they have found difficult or confusing. This gives them an opportunity to feel heard and provides me with some good feedback. I also offer them the incentive of accruing one point for every question they answer in detail to be applied to their next test.
That is correct. I feel I can't show any signs of "weakness". The students pick up on that real quick. The dynamics of a class can be great when it's established, but it's very delicate and once broken it's hard to put back. I feel like I'm "on" each time. this can lead to burnout, and a recharge is always good.
When instructors have an opportuntity to use the REFOCUS strategy, they can reflect on their efforts, refresh the direction of their teaching methods and rebuild their energy .
Refocus helps the student and the instructor. I try to be as excited as I was the first day. I think if you can keep youreslf as an instructor excited that is half the battle, no matter how tough your class. The other half of the battle is keeping activities and lessons fresh for them. This way your attitude matches your content. I always like to relate the lesson to long term benfits of there career, that is important.
Hi Troy,
Right you are. The students have to see or be shown what the WIFM is for them. They have to personalize that message so they can see the reason for putting forth all the effort required to be successful in the class.
Gary
