Issue link: http://educator.cta.org/i/1278320
Brianna Carroll BRIANNA CARROLL California Virtual Educators United president High school social studies teacher at California Virtual Academies • Encourage office hours. Some students won't talk to teachers individually unless there is a reason, so give them a reason. Tell them to come in so you can grade their paper and go over the answers together. Offer extra credit for a few minutes of online help in an area they are struggling with. Let students know that you might be online, but you are here for them. • Sponsor fun activities. Book clubs. Hobby clubs. Art clubs. Peer tutoring. Have students use the microphone to commu- nicate with each other, in Zoom or other platforms in online rooms. Play games in programs like Kahoot! When learning is fun and collaborative, it builds relationships. • Make phone calls. If someone is not respon- sive or engaging in the classroom, it's best to check in by phone. Some- times it's better to call students and ask how they are doing, because doing all of your commu- nication by email can lead to misunderstandings. JONATHAN AUSUBEL Chaffey College Faculty Association president, Community College Association treasurer English instructor at Chaffey College • Give students an unstructured place and time to meet. I do this 10 minutes before class starts. It's similar to students walking down the hallway and chatting before class so they can communicate with each other. From interacting within this space, they are more comfortable interacting together in class. • Ask thought-provoking questions. Let's say we're reading " The Tell-Tale Heart" by Edgar Allan Poe. I might ask: "Was the narrator insane at the time? Why or why not?" By asking a cognitive question they must respond to in writing, you can make sure that the whole class participates in every discussion, and that the students responding to their peers say more than "good job." You can also tell a lot about individual students this way. Can they follow instructions? Do they have atrocious spelling and maybe dys- lexia? Should they be referred for special services? • Ask for feedback and use their suggestions. I do anonymous surveys throughout a semester and ask students what is working well for them and what isn't. I often take their ideas and incorporate them into instruction. For example, if students say they are having trouble finding assignments, I will make them more conspicuous and let them know I appreciate their suggestion. It tells them: " You showed me a problem and I fixed it." This makes for a stronger personal connection whether a student is 9 or 19. Jonathan Ausubel "I do anonymous surveys and ask students what is working well for them and what isn't. I often take their ideas and incorporate them into instruction." —Jonathan Ausubel 33 A U G U S T / S E P T E M B E R 2 0 2 0