Distance learning always morphs, is always changing, and with these come new teaching strategies, student challenges, course maneuvering, and a gaggle of “unexpecteds”! The questions on how to handle these keep coming to me, and I’ll always try my best to give the best advice possible. Three more are in this column, and I look forward to hearing from you! (Please send me your questions to erroldistancelearning@gmail.com.)
Here are the issues—and my suggestions.
My classes are going well, Errol, and part of that I owe to you for the valuable info you’ve given me over the years, But I’ve encountered a problem I’ve never had: a student who is so eager to be seen in discussion he not only continually posts (as an example: our school requires students post four times per week, and one week he posted 18 times!) but has taken on the role of a somewhat teacher’s aide, reminding other students what to do, and correcting their writing and any facts they get wrong (I teach a freshman history class). He has never been mean, but some students are complaining to me they are hesitant to post because of this student. Any suggestions?
Thanks so much for the positive feed-back—it’s always nice to know my advice is helping other online educators! As to your “problem” student, I’ve had a few of those in my years of teaching distance learning, and the reason they do this varies: some want to merely be seen as a “teacher’s pet,” others need the attention of being seen all the time, and still a few simply believe their actions are good ones. What I have done in all cases is, first, send the student an e-mail (of course, you would never mention anything in your discussion posting—it would be embarrassing to the student), and explain how balance in a classroom is very important, that when someone dominates the discussion it often can make others feel there is no room for them, and an equal exchange of ideas is important. Also, mention that while you appreciate his help in students’ writing and history facts it comes across to others as being a bully—something with which he would never want to be associated. Also: ask him how he would feel if the roles were revered, not only in the classroom but also in the professional world. And certainly, if the e-mail does not work call him—in nearly all cases when I had little luck with e-mails the phone calls did the trick!
Errol, I reach out to my students on a constant basis, through emails, texting, and phone calls, and this has helped me create a good bond with many of my students. Although corresponding on many issues— nearly all related to the class—over the years I’ve had some students reveal some rather disturbing reasons as to why they have not been more active in class or why they previously failed the course. Domestic abuse, being homeless, divorce, severe family illness or death in the family, the students’ major disability, and house burned down are some of these. I try my best to respond, but sometimes I think there is more that I could do. Any help you can give me would be greatly appreciated.
It wasn’t until I started teaching online, and thus had more e-mail and pretty much first-time phone contact with students, that I started hearing similar info from my students. A few items: (1) Check to see if your school has any policy on whom to contact in the event of a problem that sounds life-threatening. (I once had a student who told me she was so depressed she was contemplating suicide. I immediately contacted the student’s advisor, who contacted the police in her area; they checked on her, and determined she did need help, which she received.) (2) Tell the student how you will help him or her overcome the challenge to being more involved in the classroom—and when I say “tell” I mean through one of the means you mention: a phone call. That personal exchange is crucial in getting to student to, in essence, lean on your shoulder with classroom work. This often takes more than one call, but in my experience this helps the majority of these students. (3) Never—and I mean NEVER—get into any discussion about the personal problems the students have; that is not your role. Only focus on how you are going to work with the students to overcome the problems for better class involvement. (4) Cover yourself: let your supervisor and the student’s advisor know of the problem any student relayed to you. Doing all of these suggestions will allow you to have the best efforts with these students while knowing you’ve done everything on your end to help them and yourself.
I like to think I give good feedback on assignments, Errol, and over the years you’ve mentioned a few items that touched on this, which I’ve incorporated into my feedback. But are there any surefire tricks or tips you can give so my feedback on students’ assignments stands out as excellent? I teach two different psychology courses, and many of my students are psychology majors. Some will certainly go into that field, but the majority probably not.
I’m pleased to know that some of my info has squirreled its way into your feedback efforts—thanks! Feedback is critical, of course, as students depend on it to improve their next assignments and, hopefully, it will help them in “the real world.” For my feedback I always use a five-part approach: (1) Indicate to the student something he or she wrote is incorrect. And I always try to use words that are by no means demeaning but can best be described as “constructive criticism.” (2) Next, I let the student know why what was written is incorrect, and I explain it not as a professor talking down to a student but rather as a person just trying to explain a problem to another. (3) I then let the student know how to “get it right”—this is mandatory, because no feedback is worth anything without help to improve. (4) I always have an overall comment to the student (crucial, as it shows you are not a robot, but rather a teacher who cares!) and included in this is how what the student wrote—topic and/or the student’s writing ability—relates to the professional world in which the student will be spending most of his or her days. (5) In my individual items feedback I often include helpful websites on more information relating to the item, and I have a general list of helpful websites at the bottom of the assignments. This approach has resulted in kudos from my supervisors and students for many years—and I know the same will happen for you!
Remember: Haircuts look better when given by a barber, lawnmowers cut better when a professional sharpens their blades, and paintings take on a je ne sais qua when taught by an art instructor. Others helping us improve is a nice little bonus of life.
Providing helpful websites at the bottom of assignments is appreciated by students.
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