Encourage our students: by Professor Ursula Sohns

In my online developmental reading course, my students are all at the very earliest stages of their college learning. They often underestimate their own abilities and need a boost of confidence. As an instructor, I tend to give lots of comments to the students who are not turning in correct work, and sometimes the A student just gets the words good job or something like that.

An exchange happened one week that makes me realize that we never know how we may end up encouraging our students!

While grading an assignment I came across one that was excellent. I thought it would make a great example for other students so I wrote this comment on the instructor comment line as I graded the assignment.

My comments on the response part of a student assignment:

You may see this list of questions and answers pop up as an example for the class--I won't have your name listed. This is great note taking.

The student sent this E-mail several days later.

Ms. Sohns,


I was meaning to send you a message on Friday to thank you for you recent comments on my note taking. It truly means a lot. I think I am getting better at this reading stuff :0) I am truly honored that you are considering using my notes. Again, thank you very much and have a wonderful week.

The student's note struck a chord with me. It reminded me how much of an impact my words can have. I see the assignments but I don't know the story of the student behind the assignment. When work is weak, I make sure to give encouraging, specific feedback. This exchange made me realize how important the specific positive feedback is. Just because a student consistently turns in good assignments doesn't mean that student is aware that his or her work is particularly good.

We need to be constantly aware of what we say to our students. My comments on assignments are a major source of communication in an online class. I realize that I need to tell my students what they are doing well, just as much as I need to tell them what they are doing incorrectly. I can't assume that the A or B student really believes to be worthy of that grade. Like I stated at the beginning, My students often underestimate themselves and need that boost of confidence. And I often underestimate how important my comments are to them.

Teaching Best Practices: Grade Transparency

"Though I don't teach an online course (but allow students to check grades online), I see the strength in being transparent with grades so that students fully understand from the beginning how they are doing. In the past, the nurture in me dreaded taking grades on quizzes, tests, etc. where students did poorly (usually at the beginning), but I have found that letting students know early how they are doing (I tended to shelter them by deferring my taking a grade) has benefited them the most. This will create less stress for faculty at the end of a semester as students should fully understand how they "earned" their grade."



Posted by: Seth J. Batiste, M. Ed.
Assistant Professor
Developmental Studies
Lone Star College - North Harris/GreensPoint

Classroom Management: Solutions to unruly student behavior

Problem: Students come in late or leave early.

Solution: In your course syllabus, let students know that there will be a short group quiz at the beginning of class and a short assessment at the end of each class session. Make these quizzes and assessments part of their grade.

The group quiz should focus on the concepts and learning objectives of the day. For example, if students had outside reading for homework, the group quiz would test them on their knowledge of what they had read. The quiz is out on a table for students to pick up during the first 5 minutes of class. After that, the professor picks up the exam and puts it in his/her briefcase. Students get a grade for the quiz. If they are absent or late, they get no grade. No exceptions.

The group quiz is not meant to build anxiety among students. In fact, students are encouraged to collaborate and discuss the answers, which helps them be prepared for the lesson of the day.

The assessment may be as easy as a three questions:

1. What did you learn today?

2. What did you not understand?

3. How will you apply what you learned today?

These assessment questions help the professor make decisions about the way the content is presented and whether follow-up is needed. The questions help the student focus, synthesize, and assimilate. If students are absent or leave early, they may not make up the assessment. No exceptions.

The solution not only solves the problem of students being tardy and/or leaving early, but it also gives a positive way for students to value coming to class and actively participating.

Collaboration:
Dr. Joyce Boatright
DS Professor, LSC-Lonestar. College

Angel tips to work with students on line (email signatures) by Professor Ursula Sohns

Here’s a tip to work with students on Angel:

 

In my course orientation I pointed out the place on the E-mail page where students can add a signature line to their E-mail. I requested each person to creat a signature line with their name and best contact phone number on it.

Now the rest of the semester I have a phone number any time the student sends an E-mail.

The instructions for the student are:

• Go to the Angel email window and click on Preferences

 

•  Check the box to use email signature and then complete the information
  

We learn as we go!!!

Ursula Sohns

Professor of Developmental Studies

North Harris College

ACAD 160-A 

ursula.r.sohns@lonestar.edu