{"id":3690,"date":"2020-04-09T10:00:00","date_gmt":"2020-04-09T15:00:00","guid":{"rendered":"http:\/\/content.principia.edu\/teaching-excellence\/?p=3690"},"modified":"2020-04-14T11:44:32","modified_gmt":"2020-04-14T16:44:32","slug":"connecting-techniques","status":"publish","type":"post","link":"http:\/\/content.principia.edu\/teaching-excellence\/connecting-techniques\/","title":{"rendered":"Connecting techniques"},"content":{"rendered":"\t\t
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How do we stay connected with our students when it feels like we aren\u2019t?\u00a0 I tend to prefer face-to-face encounters with people because I feel more connected, so this transition has been a growth opportunity. I got to thinking about how my students might feel about trying to learn in isolation.<\/p>\n

Here are some of the \u201cconnecting\u201d techniques I\u2019ve tried as a response.<\/p>\n

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  1. Ask students precise questions to check for understanding<\/strong> \u2013 Incorporating more frequent formative assessment can avoid students feeling more distanced because the teacher can respond in a more timely manner rather than waiting for a summative quiz or test.<\/li>\n
  2. Listen to what students are saying<\/strong> \u2013 Students feel more connected when they feel heard. Paraphrasing student comments and building on their ideas are necessary to maintaining a connection.<\/li>\n
  3. Make space for students to ask questions<\/strong> \u2013 Even in a face-to-face classroom, students can be reluctant to ask questions. Rather than make asking questions optional, create a mechanism for everyone to submit at least one question, whether they think they have one or not.<\/li>\n
  4. Ask students what they hope to get out of the course<\/strong> \u2013 This is usually a question we ask at the beginning of a semester, but switching to distance learning is almost like starting over. Asking will help students remember their motivation and help the teacher focus their efforts to student interests.<\/li>\n
  5. Don\u2019t go too long without seeing each other (video)<\/strong> \u2013 Being able to read non-verbals and respond is a key part of connecting with students.<\/li>\n
  6. Utilize breakout groups (social connection)<\/strong> \u2013 Teachers shouldn\u2019t feel the lone burden of meeting all student needs; students should have time to connect with one another.<\/li>\n
  7. Ask students how they are making the transition (address feelings and logistics)<\/strong> \u2013 Ignoring the disruption we\u2019ve all experienced and acting like it\u2019s business as usual does not put people\u2019s minds at ease. Checking in communicates respect and honesty, which are paramount to a good relationship.<\/li>\n<\/ol>\n

    As much as this switch to teaching from a distance is not my preferred modality, I am learning and growing as an educator. I also feel a great sense of camaraderie with educators all over the world like I never have before.<\/p>\n

    Winnie Needham works in the Educational Studies department and enjoys growing as an educator.<\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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