I think positive re-enforcement is critical in sharing with Learner 1. I also think bringing in a practical application is important as well. Learner 1 needs to realize and know that he is not alone and that all students in an online environment are not only taking classes but many work full time and are also raising a family. I wouldn't mind sharing my own experience when I was working on my doctorate and was in the same position as Learner 1.
I would also share that "our program" is solid and that a majority of students experience success in the course and in the program. I would also take the time to send a couple of personal email messages to the student to let him know I am there for him. I would also really go out of my way to provide as much positive feedback as possible to Learner 1 with any asignments submitted for a grade.
I would empathize with the learners that this some of the concepts are difficult but also provide guidance and tips on how to stay current with the course and understand the concepts better than that I've seen many learners who've had similar concerns but who've ultimately been successful. Plus, an offer to help is always appreciated.
Avis,
This is terrific. Excellent resent example. Thank you for sharing this experience.
Dr. S. David Vaillancourt
Christine,
I love the video approach and letting the student know that not understanding on the first try is OK. Nicely done.
Dr. S. David Vaillancourt
Jeff,
Very important perspective. Excellent approach. Thank you for sharing.
Dr. S. David Vaillancourt
I had a similar post from a student this week in our discussion board. A student was confused about the topic of discussion for the week. However, she provided a correct response to the question. My response included a list of references to course materials and the Live Chat as this information may benefit other students as well. I also provided detailed responses to other students in the DB that were more information based then just a follow-up to the student’s response. I think the class discussions are an excellent way for students to comprehend the material. This student seems to be getting it. I will follow the conversations to make sure.
Dr. Vaillancourt,
I will send a personal e-mail to learner 1 and ask him/her what part/s of the topic he/she does not understand. I will make sure to give her additional resources to help her understand the topic better. In math, if I send a video of how to solve a certain problem step by step, students tend to understand it better than just reading the textbook.
I will also encourage her and let her know that there are students who normally do not understand a certain topic on the first try. Sometimes we need some practice to understand and develop the skill needed to understand some topics.
I find that the more a quiet student is willing to interact with me privately, ie explain their reservations or the problems they're having and talk about changes to make the experience better, the farther I'm willing to go in return. If a student in this situation is willing to meet me half way, I'm more than willing to make up part of the other half. I always try to be as supportive and understanding as I can because you never know what it's like to be in Learner 1's shoes.
Nicholas,
Very good encouragement. Your explanation of the purpose and use of the discussion is very good, also. Nice work.
Dr. S. David Vaillancourt
Brian,
Very good. This is a solid approach. Thank you for sharing your insights.
Dr. S. David Vaillancourt
I would contact the learner through a private email. I would use positive reinforcement by telling the student they can be successful in the class. I would inform them that the discussion board is a place for students to throw out their ideas and get feedback. Not every idea or post needs to be perfect. Just talk openly about the discussion topic. I'm confident that if you do that you will do a wonderful job.
I would respond directly to the student with a supportive email and set up a time to work directly with them one on one. I would work closely with them on each assignment to keep them on track and moving in the right direction by developing a success plan and holding them ot it. I would also make them aware of other sources of help such as tutoring that the school may offer.
Darakshan,
Very well approached. What motivational technique is best suited for your teaching?
Dr. S. David Vaillancourt
I will offer the student all the help that I can provide. First I will send a personal email to the student offering him any help like extra tutoring the student needs. i will also provide the student with a list of suggestions that could be used by the student to perform well. Finally, I will try to motivate the student to perform well.
Dale,
Good to address the use of the open forum to the entire class. Thank you.
Dr. S. David Vaillancourt
In addition to sending Learner 1 a positive, supportive personal email. I would ask him/her if there is anything I could do to help improve their experience in the class. Offer some positive points about the class and objectives and a comment or 2 on how to make taking the class easier.
I would also post a comment to the whole class on this discussion board to please keep comments relative to the discussion thread.
Robert,
Very well put. Clarity and specificity with "How to Succeed..." at the beginning of the class is a foundational component of successful class management for the entire term.
Dr. S. David Vaillancourt
Managing learner behaviors begins with managing expectations with the students. In a wonderful article entitled “Managing Classroom Conflict†published by the Center for Faculty Excellence (http://cfe.unc.edu/pdfs/FYC22.pdf) researcher cite unclear, unfair, or unstable instructor expectations as a major source of conflict among students.
“One of the major sources of student dissatisfaction (and hence, conflict with teachers) is the perception by students that the teacher’s expectations are unclear, unfair, or unstable. The way a teacher defines course expectations, describes them in the syllabus, and uses them in testing and grading strongly influences student attitudes toward the instructor. Chief complaints of students in this regard include (but are not limited to):
• Course grading schemes that are difficult to understand or appear to be arbitrary.
• Lack of clear grading criteria for course assignments.
• Lack of a policy for attendance, late assignments, make-up exams, etc.
• Lengthy course packs that seem only tangentially related to the course.
All of these issues can lead to conflicts between students and teachers, so it makes sense to examine one’s syllabus and develop more explicit instructions, policies, and expectations. At the same time, one should try to avoid turning the syllabus into a list of rules and punishments. One way to present your expectations in a less adversarial framework is to place them under the general rubric “How to Succeed in This Course.â€
Effective management of conflict in the classroom 'begins at the beginning.' If conflict can stem from misunderstanding between faculty and student then a clear statement of expectations, both written and verbal (chat) is paramount to a stable foundation early in the class relationship.
There have been some wonderful suggestions and methods shared in our EL102 discussions on the topic of managing conflict. And there appears to be a common theme. Start right leads to managing right.
Elizabeth,
Very good classroom management approach. Directing the focus of the learning community.
Dr. S. David Vaillancourt
I would remind Learner 1 and the other Learners that I am here to help and that they should feel free to email me or contact me via chat if they have any questions about course content. I also would remind the Learners that we should all feel comfortable posting in the Forum as class policy dictates that we are to follow rules of Netiquette, including speaking politely and respectfully to each other at all times. Finally, I would find a point made by Learner 1 and either ask a question based on it or, at the very least, point out what a valuable contribution it is.
