Blog
5 Critical Characteristics of Effective eLearning
With all levels of students (and teachers) required to work remotely for the past month and a half through at least the end of the year, eLearning has become such an important tool even for teachers who have never before used this kind of teaching strategy.
But just because it’s occurring doesn’t mean it’s all effective. Don’t get me wrong, I am definitely not here to criticize the extremely tough situation our teachers have been in. I have nothing but respect for all the educators who have stepped up and gotten it done for their students amidst all of this pandemic chaos! They’re doing a great job.
Once this has all settled a little, though, education won’t be the same as it was before - and it shouldn’t be.
Once this has all settled a little, though, education won’t be the same as it was before - and it shouldn’t be. Teachers were forced to do a total pivot! There’s no reason why they shouldn’t be able to use this material again like they would other lesson planning, right?
No one wants to use a lesson that’s not effective, though, so it’s important to make sure we recognize what effective eLearning looks like.
eLearning
What Exactly is eLearning?
We hear a lot of different terminology surrounding digital learning, and sometimes it can be confusing. Before we talk about what makes up effective eLearning, let’s qualify what that actually is.
Many times distance learning is used synonymously with online learning or eLearning, but they are actually different things.
Distance Learning is created with the intention of being used online only, never in a face-to-face setting. Students are in different locations, often at home, and teachers assign and check all work digitally. There are entire college degrees that can be completed through distance education! Before computers, this kind of learning used to be completed through correspondence in the mail.
Online or eLearning, however, is typically created to supplement or enhance learning in face-to-face classes. While the content is online, and students interact with it digitally, teachers can also assign it during face-to-face class time as a way to diversify learning experiences. It’s considered a blended learning strategy, which essentially means using traditional and technology together to augment learning.
eLearning
5 Critical Characteristics of Effective eLearning
The main goal of online learning right now is to get through, but it won’t always be like this. Wouldn’t it be fabulous if teachers come out of this with some great new ideas they already piloted that they can bring into the classroom with them in the fall?
Wouldn’t it be fabulous if teachers come out of this with some great new ideas they already piloted that they can bring into the classroom with them in the fall?
Personally, one of the best things about trying out a difficult new type of lesson when I’m teaching is figuring out what could make it better. Sure, it might be uncomfortable the first time around, or even go poorly, but that doesn’t (necessarily) mean the initial idea was bad - it just needs some work.
As teachers are working to create this eLearning for students, assuming they want to be able to use it again, it’s important to keep in mind these 5 critical characteristics, even if this first round is a work in progress of the lessons.
Short
In the digital age, many of us don’t have a long attention span. It’s even shorter than you would think. In a world where a goldfish might have a longer attention span than we fully functioning humans, it’s important to make sure that each and every second counts.
Keeping eLearning brief is critical to its effectiveness because otherwise students will lose focus. If you’ve been in the classroom, you also know this to be true about more traditional approaches to teaching, too. Lecturing for an hour just doesn’t resonate with students, and even though it’s been a staple throughout the history of education, it’s unlikely that has been effective for a long time.
Interactive
A huge part of the reason teachers develop eLearning in the first place is so that students can interact with the material and the knowledge becomes more accessible to a wider group of students.
Effective eLearning should be varied: you want students clicking things, watching brief videos or animations, reading information, and inputting their own thoughts and responses. The more students have to do to get involved with the learning, the better chance they will have of recalling that information later, which is ultimately the goal, right? To remember what we learn.
Buildable
Probably the trickiest part of effective eLearning is that it is able to build on other material, but also stand alone. A perfect example is eLearning work assigned for “snow days.”
If snow day learning is effective, it’s a great way to ensure that teachers don’t have to spend an additional in-class day “making up” for the days off.
Students know and understand the context because of the other lessons they’ve had in class, but when it comes time to complete the online snow day lesson, it should be a unit in and of itself. It likely won’t be as long as a normal in-class lesson (because of attention span, and understanding that everyone’s home life looks different), but it can still transmit the information teachers need students to learn.
If snow day learning is effective, it’s a great way to ensure that teachers don’t have to spend an additional in-class day “making up” for the days off like we used to have when I was younger. Not that in-class review is a bad thing at all! Teachers spend a lot of time reviewing things, and for a good reason. But it’s easier to review than start from scratch if you can give students that advantage.
eLearning
Complex
Do you remember the scantron exams schools used to administer? The ones with little rectangles for A, B, C, D, & E? And the only other thing you were allowed to write on it was your name, class, and date? Thankfully, I think a lot of schooling has progressed past that, but those tests were not memorable learning. Well, unless you count the groans and anxiety we all got when the forms were passed out at test time.
All of this is to say, when teachers create eLearning, it should be more complex than just a series of true/false or multiple choice questions. It’s important to test student knowledge as they learn online, but giving them questions online without interaction is pretty much the same as an in-class test, but with different distractions at home.
eLearning can be a great way to keep students engaged and learning the material in a more hands-on way than we used to be able to do, but that’s only if it’s more complex than a “test” would be!
Intuitive/Easy to Navigate
Students come into the classroom at all different levels. No one knows this or feels this more keenly than teachers. In the classroom, teachers have the ability to mitigate the differences by explaining things in multiple ways and using activities (and group work) to help students uncover ideas for themselves.
eLearning has a different set of challenges because teachers aren’t there to help the students who learn differently than their peers.
eLearning has a different set of challenges because teachers aren’t there to help the students who learn differently than their peers. It’s because of the diversity of learning strategies that effective eLearning must be intuitive and easy to navigate.
As much as we write instructions, or even talk to students via video chat, there will always be at least one student who will say “I don’t get it.” The best thing teachers can do help students overcome (and save themselves from answering the same question 1,000 times) is to build the eLearning in the most straightforward and simple way possible.
Tools
So how do you create this wonderfully effective eLearning for your students?
Ultimately, the choice is yours, and it really comes down to:
How much time you have (or want) to invest
How comfortable you are with technology
The level or age of students you are teaching
There are numerous pieces of technology, but here is an introduction to a few that I’ve used, and some that colleagues of mine have used.
Before you make your decision, I recommend going on Pinterest and looking for free templates!
Before you make your decision, I recommend going on Pinterest and looking for free templates! There are a ton of high quality templates and class materials available if you’re willing to look for it.
Learning Management
Google Classroom
https://www.youtube.com/watch?v=M6L-nZGIUTE
Canvas
https://www.youtube.com/watch?v=iDEwW5aj3JI
*** Note: Your Canvas will look differently depending on what institution you’re using it through. ***
Content Creation
Google Slides
https://www.youtube.com/watch?v=9IfjUo1JOMs
*** Note: You can set up your slides however works best for you, but I personally love this set up! ***
Articulate Rise
https://www.youtube.com/watch?v=HLoebnsJDoM
ArticulateStoryline
https://www.youtube.com/watch?v=-NcB5YupsB0
*** Note: The Articulate Suite is an amazing set of tools. Rise has an easier learning curve than Storyline 360, but Storyline can do incredible things with interactivity if you spend the time to learn how to do it. ***
Have you had experiences creating effective eLearning? I’d love to hear about your strategies and tools! Drop a comment below or email me at rachel@capturingyourconfidence.com.
3 Reasons Every Class Should be Casual Friday Attire
After the semester is in full swing, I begin converting my attire to casual. Usually, jeans and a nice dress shirt.
My very first semester teaching, I was scared to death to stop “dressing up” for class. I wore a dress shirt, slacks, and dress shoes with pantyhose. I took the extra time to do my makeup and hair nicely. It was really as if I was interviewing 3 times a week - at least that’s what I thought.
I eventually did convert over, at the very end of the semester, when I was so tired it took effort to put a matching outfit together at all. What I found was shocking.
Not only did the students not care what I was wearing, but I engaged with them better.
Not only did the students not care what I was wearing, but I engaged with them better. I was more comfortable in my own skin and prepared to do more creative activities and discussion in class because - shock of the day - I actually felt like myself instead of just a role I was playing.
Being a college English teacher is a lot of responsibility, and at 22 when I started teaching, I had much more strict notions of what I thought I should be like in that role. I thought I needed to dress up to garner respect from the students and be known as the authority in the classroom.
As it turns out, my authority in the classroom doesn’t come from what I’m wearing, it comes from my experience and what I know. This revelation was a surprise, but probably shouldn’t have been. Why did I assume that wearing nice clothes would earn me respect and authority in the classroom more so than casual clothing? Why did it matter at all?
The main conclusion I’ve come to is that I hadn’t seen many relaxed teachers before I started teaching my own classes. Much of my formal education involved teachers in dress attire with formal “strict” procedures we had to follow. I was lectured at a lot, and while my teachers were certainly knowledgeable experts, many of them didn’t engage with classes like I do.
In fact, the most memorable teachers I’ve had were those who engaged more and seemed less focused on the formalities of the classroom. They were receptive to student knowledge and worked hard to engage students where they were at rather than assuming knowledge levels and then lecturing for 50 minutes three times a week.
This isn’t to say that any college English teachers I encountered were unprofessional. On the contrary, I find the diversity in the displays of professionalism intriguing, and even inspiring. Some of the most distinct lines between these differences are generational, geographical, and cultural.
I find the diversity in the displays of professionalism intriguing, and even inspiring.
Probably the biggest difference I’ve seen is between male and female professors. In my experience, it seems the ladies tend to take more care with their outfits and general appearance. The gentleman are much more likely to come to class wearing casual attire like jeans.
It begs the question - does the attire really matter? If female professors dress up for class and male professors don’t, does that change the content or delivery of the material? I don’t think so.
Personally, I dress “nicely” for the first weekor two; but, the rest of the semester is much more casual! And, as I gain more teaching confidence, I start bringing in my casual attire sooner.
Here’s why:
Comfortable Attire = Comfortable Presentation of Material
When I’m dressed comfortably, which for me means casually, I am more confident. I don’t have to worry about my nice clothes being itchy or constrictive. Or my dress shoes leaving blisters.
I am free to share knowledge, answer questions, and make students interact with each other so they can learn together. I am more creative in my presentation of material, and because I’m more comfortable, class just goes...well, better.
I am more creative in my presentation of material, and because I’m more comfortable, class just goes...well, better.
This isn’t to say that no one is comfortable in more formal attire; however, the main question to ask yourself when considering whether or not to dress formally is what goal you are achieving by doing so.
Are you dressing formally to prove a point? Or to present a specific level of credibility? Because you are unsure if you are allowed to be more casual?
Whatever answer you come to, it’s important to remember that the more comfortable you are in your own skin, the better and more effective you can be as a college English teacher.
Self-Awareness of Teacher Ethos
In first year composition (FYC) we teach students about the rhetorical triangle. If you are unfamiliar with this terminology, there are three main concepts:
Ethos - Credibility; How does the author present themselves & the material? Why do we believe the author, or why not?
Pathos - Emotion; How does the author attempt to sway your emotions and tug at your heartstrings in attempt to persuade you?
Logos - Logic; How does the author appeal to your logic? What evidence do they use to support their claims?
We learn about how writers use these methods of persuasion to effect audiences, and then students analyze imagery and text to see how they work. Many times, we teachers use familiar examples, like ourselves, to explain each appeal.
How we present ourselves in the classroom can determine the course of the semester, especially that first week when students don’t really know the instructors yet.
While this is a standard part of many English classes, it’s also a part of daily teacher life.
How we present ourselves in the classroom can determine the course of the semester
If you are strict, wearing dress clothes, and present yourself with an air of being so much the expert that you don’t have any room for growth, the students are much less likely to engage and ask questions. They are probably afraid to be wrong - I know I was when I was a student in this situation! Your ethos tells them you know a whole lot more than they do and you’re not afraid to show it.
Students respond much differently than if you are wearing a polo and jeans, smiling, and making them feel welcome. Your ethos is different. You’re still an authority - after all, it is your class - but you are now seen more as a person who knows lots of things than an unapproachable expert. The moment you become a person rather than a generic teacher role is the moment students will begin to open up and engage.
How do we want students to feel around us? How can we facilitate their learning? If we do want (or are required) to dress formally, how can we use our body language to present an approachable ethos to our students?
While clothing is only part of the equation for having an approachable ethos, it is a relatively easy change to make, and one that can have an immediate impact.
Learning Doesn’t Depend on Clothing
Think for a moment about the best teacher you ever had. What do you remember about him/her?
It’s probably not what they were wearing, right? Unless it was something really eclectic and unique.
The truth is, how a student learns doesn’t depend on what we are wearing, especially at the college level. Students bring their own set of strengths and challenges into the classroom with them, and it’s our job to help them learn.
How a student learns doesn’t depend on what we are wearing, especially at the college level.
Does it matter whether we help them learn in jeans or slacks? Or whether our hair was curled or thrown up in a messy bun?
Not really.
It’s obviously important to be clean and present yourself with appropriate personal hygiene, such as brushing your hair and wearing clothing that covers the essentials. Showing up to teach your college English class in baggy sweats and your slippers is obviously going to be distracting to learning!
But jeans and a nice shirt aren’t doing any harm.
After all, that’s not the part of your favorite teacher you remembered, was it?
Being comfortable in your own skin is one of the most important parts of our job as college English teachers. It is easier for many of us to be casual because that’s who we are in general.
I’m certainly not opposed to dress clothes in the classroom! But, if the only reason is that you think that’s what you’re supposed to do or how you’re supposed to be, you might consider what message you’re sending to students.
We are, in fact, people before we are teachers, and when we can highlight that in the classroom, class becomes more a more comfortable venue for good discussion and growth.
We are, in fact, people before we are teachers, and when we can highlight that in the classroom, class becomes more a more comfortable venue for good discussion and growth.
These are my experiences on casual attire in the classroom, but I’m interested in what you think! What have you seen in the classroom? What do you think about bringing more casual attire into the classroom? I’d love to hear about it! Drop a comment below or email me at rachel@capturingyourconfidence.com!
8 First Day of Class Activities to Start Building Classroom Rapport Right Away
Although many kiddos are already back in school, most colleges are gearing up for a spring semester start next week. In honor of a brand new year of academics, and for many, a nerve-wracking first day, I wanted to share some strategies for building classroom rapport right away. After all, the first day - notoriously “syllabus day” - is all about building community!
I have collected these strategies and have used them personally in one form or another. Some I thought of myself, and as with most things in teaching, some were borrowed from my generous (and awesome) teacher friends who have shared with me.
Index Card for Questions
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Materials
3” x 5” white or colored index cards (1 per student)
Preparation
Nothing (except don’t forget to bring them to class!)
Even extroverted students can be unsure or shy in front of a new group of people.
How to Use
Before class begins, hand out an index card to each student. Explain that everyone is new to each other and may not yet be comfortable asking questions in class, so they are free to write down any question(s) with their name or anonymously. All questions will be answered at the beginning of the next class.
Reasoning
It’s the first day, and sometimes even extroverted students can be unsure or shy in front of a new group of people. Having an index card and the option for anonymity gives them a way to ask questions without having to speak in front of the class.
First Day Surveys
Materials
Printed surveys (1 per student)
Preparation
Create the surveys with whatever focuses you want to learn about from your students’ perspective. I focus on their feelings and experiences with writing, as well as their confidence levels with those things, but if you’re more interested in other aspects, change it up! It’s all about interacting on a personal level.
Print the surveys.
How to Use
I typically take attendance with an interesting ice breaker first, and then hand out the surveys. The surveys are 6 questions, with space at the top for their preferred name and major. I ask them:
How they feel about writing
How confident they are
What their process is
Something they struggle with
Something they want to learn about in our class
If there is anything else I should know about as their instructor
This leaves room for things like learning disabilities, shy learners, and learners who are coming back to school after 20 years in the workforce.
It helps me gauge where they are at and how they’re feeling without a “quiz” or some sort of initial ungraded writing assignment.
I encourage them to be as thoughtful and detailed as they can, because the more I learn the more I can help and gear our class towards where they are starting. If your questions are different, that’s perfectly fine!
I would highly recommend keeping them to one side of a piece of paper, though. Anything longer will feel like an assessment, which is what I am avoiding with this survey. I’ve even done a half sheet version with about 3 questions.
Reasoning
I’ve done first day surveys every semester since I started teaching, and I love them! I don’t know the students yet, and they don’t know me, so I like to find out a little more about them on their terms.
My questions are really open to whatever students want to tell me. It helps me gauge where they are at and how they’re feeling without a “quiz” or some sort of initial ungraded writing assignment. It also helps me learn a little more about their personalities by how they answer the questions.
Get the Survey!
Meet Your Neighbors
Materials
Nothing
Preparation
Be prepared for grimaces and sighs (this is usually the activity that gets the most resistance)! Otherwise, no materials necessary.
How to Use
Once we have done attendance and completed our surveys, I have students introduce themselves to at least 2 people near where they are sitting.
They must get each other’s name and a reliable form of contact information, then write it down or record it digitally.
I walk around and monitor students while they are exchanging information to make sure that they are reaching out to each other. Sometimes this requires prompting.
We do group work almost every day in my classes, and meeting two other students the first day begins the conversation.
Reasoning
We do group work almost every day in my classes, and meeting two other students the first day begins the conversation. Then when we work on things, at least those two people will be familiar.
They can generally work with these same neighbors throughout the semester, which gives them a chance to get more comfortable with sharing their writing and opinions with each other. It’s also important they have someone to reach out to if they miss class and need notes.
Commonalities With Your Neighbors
Materials
Blank paper (1 sheet per group)
Preparation
Nothing really; it’s a good idea to keep a creative mindset so when you visit the student groups you can help them figure out some categories or ideas if they’re stuck
How to Use
Once the students have met 2 neighbors, I task them with finding 3 things that all of them have in common. These things cannot be related to my class.
These kinds of interactions can build comfort because it’s easier to talk to someone you know you have things in common with.
I usually give an example, but not more than two because then the students will only ask each other about the examples I used. Ideas I pose are: pets, siblings, hobbies, and hometowns. Nothing polarizing or opinionated. Just the basics.
I collect the sheets (with all student names at the top) at the end of the activity.
Reasoning
We are all people first, with families and friends and pets. Getting to know someone a little bit makes them less of a stranger. These kinds of interactions can build comfort because it’s easier to talk to someone you know you have things in common with. It’s also a way to get them having a conversation, even if they are shyly offering very brief answers.
Identify Important Aspects of the Syllabus With Your Neighbors
Materials
Printed copy of the syllabus (1 hard copy per 2-3 students); Students can also pull up the syllabus digitally
Expo markers or Chalk (Depending on what kind of board you have in the classroom)
Preparation
Print out the syllabi
How to Use
By the time students have met and found a few things in common with their neighbors, they are ready to dig into some class material. Within the groups, I hand out one printed version of the syllabus and encourage them to log onto the class Canvas to view a digital copy, too.
Their goal is to identify the 5-7 pieces of information they think are most important for succeeding in this class.
Once they have identified the information, they delegate one person to go write it on the board.
Having students work with their neighbors to identify important items forces them to communicate with others and helps them to see what’s there.
When everyone has written their answers on the board, we go over the information they’ve chosen, the patterns that have appeared, and anything I feel is important that they did not list.
Note:I do my course calendars separate from the syllabus, so when I hand out the syllabus, this does not include the course calendar. If the course calendar is included in the same document, I would recommend telling the students they can’t use due dates as important information.
While it is important, I want them to look at things more holistically about what we are learning and doing in class, not when they have to have it done by. We go over the calendar separately in my classes.
Reasoning
Syllabus day can be dead boring. I’m sure we’ve all had the class where the teacher reads the whole thing to us. Heck, I’ve done that class before - it was boring as the teacher, too!
Having students work with their neighbors to identify important items forces them to communicate with others and helps them to see what’s there. They also have to figure out how to prioritize what’s important instead of me just telling them.
Syllabus Scavenger Hunt With Your Neighbors
Materials
Printed out worksheets (1 per student)
Printed copy of the syllabus & course calendar (1 hard copy per 2-3 students); Students can also pull up the syllabus digitally
Preparation
Decide what information you want the students to find & create the scavenger hunt. Print the scavenger hunt worksheets. syllabi, and course calendars.
How to Use
If you want to see each student’s thinking about the syllabus while still having them work in groups, this exercise is a good alternative to having them find the important aspects. This activity also allows you to be in control of what they are focusing on.
I have students work in groups to identify answers to the questions on the scavenger hunt, that way they are still getting conversation; however, if they prefer working individually, they can focus on their own work, too. The questions usually cover the front and back of one piece of paper.
It can also pretty easily be turned into a “game” with prizes, if you want to want to get some friendly competition going in the classroom.
I use a combination of closed and open-ended questions. They do things like fill in the blanks, find dates, and name objectives. I don’t include multiple choice or longer answer questions. I want them to be writing, but it is an in-class group activity, so nothing too extensive. The questions are not in the order of the syllabus, so students are looking through the documents more than once.
When I assign the scavenger hunt, I do include my course calendar, with a question or two about the first project so they are aware of what’s coming.
Note: I do my course calendars separate from the syllabus, so when I pass out documents for the activity, they have one printed copy of the syllabus and one copy of the course calendar per group. Both documents are accessible on our class Canvas, though, and I encourage them to find it and become familiar with it. We also follow this activity with a discussion of both the syllabus & course calendar.
Reasoning
I really enjoy the scavenger hunt activity because it gets the students working together and looking at the syllabus in a more creative and open ended way instead of just reading it through like an essay.
They also are interacting with the material, as well as each other, so it’s usually a win-win scenario. It can also pretty easily be turned into a “game” with prizes, if you want to want to get some friendly competition going in the classroom.
The Skittles Icebreaker Game
Materials
One fun sized packet or handful of Skittles or M & Ms per student
Napkins/Paper Towels/Something to hold the candy
Preparation
Decide a category for each color; Example: Blue Skittles are pets, Red Skittles are siblings
How to Use
This activity might be in lieu of an icebreaker question for attendance, or the Meet Your Neighbors activity.
Before students arrive, write the color categories on the board.
When you are ready to begin the activity, explain that you will be passing out candy, but before they can eat the candy, they will be sharing some information about themselves with the class. Alternatively, you could have them share in smaller groups, too, if it’s a large class.
It also gives students a chance to choose what they want to share rather than the teacher telling them.
Hand out the handful or fun-sized packet of candy after you have explained the instructions, and then ask for volunteers (I find this is usually a nicer way to begin than the top of the roster). If there aren’t any volunteers, you can begin calling on students.
If they are sharing in small groups, you can have them share a piece of information for each piece of candy.
If they are sharing with the class, I would instruct them to look at the categories and pick one candy of 3 colors to share information about - whatever colors they feel comfortable with.
That way, they don’t get overwhelmed by how much they have to share, and it also doesn’t take the whole class period to get through all the students.
Reasoning
Sometimes classes respond really well to icebreakers and have fun during attendance and sometimes they hate it and it’s like pulling teeth. Since most students love candy in class, this activity is a win.
Having predetermined categories also lessens the pressure of figuring out what to say when it’s their turn to speak in front of class, or even in small groups. It also gives students a chance to choose what they want to share rather than the teacher telling them.
Elevator Pitch Game
Materials
3” x 5” white or colored index cards (1 per student)
Preparation
Prepare your own 15 second elevator pitch (more personal than your “I’m your teacher” spiel)
How to Use
Explain that an elevator pitch is something students will be doing all their lives - at work and in school. It's a great skill to develop no matter where they are right now.
Give them about 5-7 minutes to identify 3 important things about themselves that they would tell a stranger when meeting for the first time. This doesn’t have to be school related, but can be if that’s what they feel is important.
They then need to turn those items into sentences they will use to introduce themselves. They must write the sentences down.
Having students create a very brief pitch allows them to think about what’s important about themselves that they want others to know right away.
Once everyone has their sentences, they have to give their pitch to at least 2 other students.
I remind them that it’s okay to be nervous, and since they wrote down their sentences, they can read them to the other person if they are afraid. But, they still have to talk to 2 other people in some fashion.
I collect the pitches at the end of the activity.
Note: I usually use this activity with small classes of about 12 people or less; however, it could easily be used in a bigger class! I like this for my linked courses, which run concurrently with the standard English 111 course.
So when I do the activity, the students will have already done community-building activities with each other. They have to give their pitch to 2 students who they did not meet in English 111.
Reasoning
Being able to present yourself to others is important. Having students create a very brief pitch allows them to think about what’s important about themselves that they want others to know right away. It also helps me and their peers get to know them a little bit.
What do you do on the first day of class? Have you tried anything that’s worked really well? I’d love to hear about it! Drop a comment below or email me at rachel@capturingyourconfidence.com!
3 Simple Steps to Translate Academic Speak into Student Confidence
After two long classes about annotated bibliographies, a student gave me the best compliment.
Some context: we just finished Week #6 in the semester, and at the beginning of the semester, this student was very nervous about English class. English is not her first language, and even though she understands and can communicate, sometimes finding the right words takes her a little longer and is more difficult than for native speakers.
She told me this week that her coworkers, who always check in to see how class is going, were surprised that she was doing well in English - that I must be a “nice” grader. Now, I won’t say I’m the harshest grader, but I don’t go around handing out points that haven’t been earned. She was proud of herself for doing well, and she is now much more confident in class. She has even been offering verbal answers in class, which is amazing!
The compliment she gave me was that my actions as her instructor had allowed her to become more confident.
Hearing that my actions have enabled my student to be more confident was a moment of great pride. My teaching philosophy is based heavily in increasing student confidence, so to hear that it’s working (at least for some students) is incredibly gratifying!
Most of us are very aware of our actions in the classroom, and we do a heck of a lot of planning for class. That doesn’t include the longer-term semester planning, or middle-term project planning. (Probably even more for elementary, middle, & high school.) We have a whole list of objectives to achieve with these plans, and by gosh, we want students to get it!
The trouble is, sometimes students don’t understand why we are doing activities or projects. They see the objectives listed on the syllabus and project handouts, but the words don’t mean anything particularly helpful. In fact, when I introduce a project, I don’t even read the objectives, although they are listed. I discuss the project in terms of goals and reasoning - things that students are more familiar with.
There are a few barriers for students in terms of understanding “academic speak”. They are things students need to be aware of, but that, for one reason or another, don’t compute.
Academic Discourse I introduced this idea to my students this week. The short reading I gave them defined academic discourse simply as “how scholars - or academics, as they are sometimes called - speak & write.” For those of us familiar with the university setting, we are pretty good at speaking “academic.”
The vocabulary and concepts are familiar to us because we have learned it, and in English, we teach students how to join the discourse. But, this is often a brand new idea for students, and it is scary! It means a lot of big words instructors and professors know that they don’t. They often don’t feel qualified to join academic discourse, and even worse, sometimes they don’t feel smart enough.
Objectives If you’ve been in the professional world, or in the classroom as a teacher, objectives are a regular part of those worlds. As teachers, we see them and can usually visualize what that means for the semester. It gets easier the more times you’ve seen them, but even during schooling to become a teacher we learn how to translate these ideas into actions.
Our students haven’t developed this auto-translate function for objectives. I know I hadn’t as a student. Students look at objectives and see words - maybe some buzzwords or keywords they’ve seen before - but they don’t necessarily put that together with what projects or class activities they complete for class. While that doesn’t seem like a big deal, it means that students who don’t understand objectives are just doing work because we tell them to. This does not encourage them to produce their best work.
Level of Language Sometimes the problem isn’t what we’re asking students to do, or how we want them to do it, but how we tell them. As academics, we can typically jump in and out of academic discourse with ease. We have learned how to adapt our language to different audiences because different people need different types of communication. We also expect other academics will be familiar with the etiquette of discourse, and so will understand the intricacies of what we’re saying.
In first year composition we work on building audience awareness and using more formal language, but if a student has never thought about audience before, it can be a hard concept. The same goes for academic and formal language. Students are typically okay with having a conversation, but like anyone else learning brand new information, sometimes hesitate when teachers use the new level of language or tell them to use the new level of language to write something.
As a teacher, these barriers can be a big struggle in the classroom!
Sometimes it feels like students don’t understand, no matter what you do or how you explain. We’ve all been there: you’ve explained the concept in as many ways as you can think of, and the student still doesn’t understand. Or, the student says they understand, but then when they explain back to you, their understanding is incorrect.
The good news is that there are some relatively simple ways you can increase understanding of academic speak in the classroom.
Introduce the idea of academic discourse early & help students find their voice. There seems to be a spectrum of students: on one end, a student could be incredibly confident and ready to add their opinion to any conversation. On the other end, a student might feel utterly intimidated by the idea of joining academic conversations with experts.
My students this semester have expressed fear over vocabulary (that they want to use better vocab), so we talked about how everyone has a different voice. Not all academic papers use complicated language with long sentences - even scholars don’t always use eloquent language. Sometimes it’s better (and easier) to have a clear message with simple language.
Helping students find their voice, that they can use with confidence, is critical, because if they don’t find it they won’t ever join the conversation. If you help them early on in the semester, and lead them through the semester with steps on how to join the conversation, it will be less scary when it’s their turn.
Translate objectives into goals & actions. Students don’t do their best work if they don’t know what the end goal is and why we do what we do. They just don’t. Because at that point, they’re just following instructions, not learning something valuable.
One way to avoid this barrier is to break down the class & project objectives into goals and actions you (and the students) will take to achieve the objective. For example, one of the objectives of my Writing Composition class is “Recognize and develop styles appropriate to varied writing situations.” Rather than just telling them this objective when I introduce the research paper, I review what we’ve done so far.
We did a summary response first, which was more personal and analyzed a text. Then, we did an annotated bibliography, which is largely about following instructions and collecting research - much less about reactions and opinions.
They’ve done those two types of writing situations already, and for their paper, we will learn about the researched argument essay style by focusing on things like thesis statements, introductions & conclusions, and supporting ideas with evidence. In class we will practice each part of the style, and at the end when they write a successful paper, they will have achieved the objective. I always connect what we’ve done to what we’re doing, and then to where they might see these things outside of my class.
Conscientiously adjust your language & examples use to meet class needs. This is interesting, because sometimes when we use language and examples in class we think we’re being very clear but then look out to a sea of blank faces. This semester, almost half of my students are English as a second language learners, meaning that some examples and pop culture references I’ve used before completely miss the mark.
As we’ve gone through the semester, I have continuously monitored the words I use to explain concepts, and the outside or recent real-life examples. Sometimes the words I use and think of as common are still unfamiliar, so we take the time to talk about it in another way that is more familiar. One of the beautiful things about teaching is the diversity, especially since every class is different. Sometimes even from day to day!
We have to be alert to what our classes will understand with both words and examples. This is a constant learning experience, even for those who have been teaching for years! You never know what level of understanding your students will bring to the classroom, and you have to be able to use that academic-translate skill to make material accessible.
So what does this have to do with confidence?
When students find their voice and use it successfully, they become more confident to try (or try again) - sometimes taking more risk with a higher reward.
When students know you are actively listening as an advocate, they feel more comfortable taking a risk and trying, even when they are still a little unsure.
When you create transparency, you open the classroom to dialogue and safe conversation. Students respond well because they become a more active part of their learning experience, and they realize they can be successful when they take some ownership.
When students understand the objectives & goals, they are more confident in their ability to complete the tasks/projects successfully.
None of these actions are overnight fixes.
Sometimes students resist or it seems like they are firmly planted in their comfort zones with no plans to leave. Sometimes you try these ideas and they just fall flat.
But, in the long run, these are successful strategies. I use them in my classroom and fine-tune them each semester. Typically, students respond very well, and the strategies work. That’s why, when my student told me she has become more confident, even in the 6 weeks of class we’ve had this semester, I knew I had to write about it.
Everyone, students and teachers, should have the opportunity to feel this good about what we do in class. Making academic speak more accessible to students creates and hones student confidence, which is a game-changer.
What have you experienced with academic objectives and language use in your classrooms? Have you gotten stuck? Had a really great experience? I’d love to hear about it! Send me an email at rachel@capturingyourconfidence.com or drop a comment below.
6 Strategies to Ease Student Fears in Your Classroom
If you’ve ever taught at any level, you’ve probably seen the look. You know, the one when you announce that a project or a test is worth a significant part of the class grade. Students get stiff in their seats and stop moving around. Their eyes widen slightly and their jaw might drop a little. You can see the panic in their eyes as they immediately start trying to figure out what to do before the assignment to boost their grade enough to allow wiggle room, or worse, failure.
The look is especially obvious if you then say the assignment has a “final” grade: no revisions, no redos, no other opportunities to fix it, should they mess up. Can you picture the look? Not just on a student you’ve taught, but in general. Sometimes the group dynamic even shifts as everyone gets tense.
I see that look every semester, without fail. English, along with math and the sciences, get a bad reputation for being “scary” subjects. They’re subjects that people, even those who aren’t in school, are very quick to say “Oh, I’m bad at that” or “I’m really good at that.”
They get pitted against each other, as if someone who is good at English can’t be good at math or science. Or, someone who excels at math can’t be good at English. The worst part is the assumption that if someone is good at math or science, they don’t like English or that someone who has always loved English can’t also like the black and white nature of math. I teach English Composition at the college level, but as a student, I saw the look of fear in my peers in other classes, too.
So what the heck is happening that our students are so scared when they come to class?
Student worries:
They’ve never been to this kind of class (or any type of class).
They don’t know anyone in class, and they’ve never met the teacher.
They’ve had bad experiences in other classes.
They’ve been told what they were doing for class wasn’t good enough.
They’ve gotten feedback they don’t understand.
They learn more slowly or differently than their peers and might fall or get left behind.
They haven’t figured out how to learn & study effectively.
They feel like they should already know what to do even when they don’t.
They’re taking classes in a non-native language.
They’re afraid the teacher will think less of them because of the work they submit.
They don’t know where or how to get help besides asking the teacher they just met and don’t know very well.
They think the teacher wants them to be exactly like the teacher.
These are just some of the thoughts I have encountered during my teaching career, but the list goes on and on. Typically, students have more than one of these fears, too. It’s not just that they don’t know how to study for tests & papers or that they got feedback in their other English class they don’t understand.
It’s both of these, plus the fact that they didn’t feel comfortable with the instructor. Or, it’s both of these, plus the fact that this is only their second class in college and they’re still trying to figure out what to do and how to behave.
It’s no wonder they’re afraid!
Think back to when you first went to college. What were you afraid of? Chances are, your students have those same fears - maybe even some you didn’t have because expectations and technology have changed since then.
Not all students are afraid. In fact, sometimes it’s quite the opposite. There are always students who have had great experiences before and are very confident in themselves. (Sometimes too confident for the work they produce.)
I tend to worry less about these students because they will keep producing work. I give them a healthy number of comments, and constructive criticism (very kindly, of course) where they need it; but, I find most often that these students don’t need extra attention and a lot of times don’t want it. At least not in the same way a fearful student needs attention.
What can we do to help the students who are afraid?
Be transparent.
Have you ever been in a situation where you were expected to complete a task but didn’t know why or what the goal was? But you certainly had to complete it in a timely manner, and to the best of your ability. That’s how students feel when teachers aren’t transparent.
Laying out the goals and expectations up front, as well as how you are going to help them meet those, is extremely important. If students know what they point is, they can at least figure it out in their own minds or ask for clarification. They can’t possibly do their best work if they don’t know what they are expected to be doing.
Be a vulnerable human.
Think back to your favorite and most memorable instructors. Were they people who had all the answers but were as dry as toast in class? Or were they people who you recognized as someone who knew stuff, but was still a person with a normal life? Maybe they had the best (worst?) “dad jokes” or a pet that always made an appearance in class conversation.
More than likely, the people you remember are more people-y than toast-y, right? This is because when we share pieces of ourselves with our students, we become more of a real person than a “teacher” label. I’m definitely not advocating for a tell-all gossip session with your students, but if your student is terrified to ask a question, who do you think they will go to first? A toast teacher or a person who happens to be their teacher?
If you aren’t really a “sharer”, this could be a little more difficult to work on. When I first started teaching, this was a lot harder because I felt I had to spend more time establishing myself as an authority rather than working on building human connections. Turns out, most of the time being a human is more important than being an authority figure.
Be empathetic.
When a student comes to you with a problem, sometimes completely unrelated to class, how do you react? What’s your instinct? Is your first reaction to think about your student’s performance in your class? I would guess not, although that might occur to you not too long after the initial thoughts.
I had a student lose her home during the semester one time. I can’t imagine, and I hope I’m never in a position where I fully understand that kind of fear. The best I could do was to be empathetic and point her toward resources who could help. I also worked with her on being flexible for my class. Nonetheless, I am glad that she was comfortable enough to share so I could at least try to help.
Even in less extreme instances, it’s important to be empathetic toward our students. We only know what they share with us, if they share at all. Even then it’s only part of the story.
Encourage students verbally & in writing.
When was the last time someone gave you a compliment? Or told you they believe in you? I hope you can remember! If not, it’s been too long. The good news is that I believe in you. No hesitations. Whatever you’re struggling with right now will pass, and you are doing great.
It took me about 10 seconds to type that out to a largely unknown group of readers. Again, no hesitations. So why would I skip that with my students? It helps so much - more than you realize. This week I told my students I would never comment that their paper is bad or even insinuate it. I repeated it a couple of times, just to make sure they heard it. The relief I saw throughout the classroom was unbelievable. It was physical. I could see it.
Taking the time in class and in written feedback to tell your students you believe in them can be life-changing. You might be the first or only teacher who has stopped to do so. Even when the paper isn’t the best work a student can produce, it’s still worth finding something to compliment on. I’ve never found a paper where I couldn’t find one nice thing to say, even when almost every other comment focuses on areas the student needs to improve.
Consider how you build your assignments & classwork.
Do you work through a process or focus on getting a task done in one sitting? What do you expect from your students as they go through your classes?
As teachers, we have enjoyed learning enough to get through school and share our ideas with our students. I’m not sure I’ve met a teacher who doesn’t like to learn. But this isn’t always the case for our students. Sometimes learning in class can be really hard for them. So, when we write assignments and make a plan for the semester, we should consider students who don’t learn, or like learning, the same way we do.
There will almost always be requirements and expectations above the level you are able to change. How you express and prepare your students for these expectations, though, is largely at your discretion, at least in college. Building time and space for practice and “messing up” is extremely beneficial, and will certainly help students who are afraid to find their footing before the bigger projects or assignments.
Put yourself in their shoes before you respond to questions & assignments.
If you’re teaching students at the college level, you went to college and successfully graduated. And then did grad school. Maybe you also got licensed to teach younger students, or maybe, like me, you stuck with teaching adults. Either way, you have completed a significant amount of formal learning. For some of us, it hasn’t been so long since we were students. For others, college was a little farther in our past.
Either way, you started where your students are right now. You might have had very similar experiences, or maybe they were quite different. Before you give students feedback, consider their circumstances right now. Do they have non-cognitive distractions? Are they trying and not understanding? Take a moment before you write that off handed comment to think how it will land with your student. This isn’t to say you can’t give students constructive criticism, on the contrary, they need it! But we should always be aware of what we’re saying.
I have met a lot of teachers and been in a lot of classes. And I have taught more than a handful of my own classes, now. It’s important to think about the scared students because there are a lot of them. Not just that, but most of the fears they have are things you can adapt and change for your class. It’s just a matter of being aware and making adjustments.
Most of the fears students have are things you can adapt and change for your class.
There are undoubtedly those who have other priorities. Some who believe a little tough love is just the thing scared students need. Or that scared students should “just snap out of it.” I know because I’ve had that conversation before.
Having started college as a scared student, I can attest to the fact that this often makes students crawl further into doubt and compounds their fear of failure. The people who made the biggest difference on my learning journey were people who were encouraging and allowed me to “mess up” so I could get better. They understood that being human is hard, and it showed in the classroom.
What kinds of fears have you seen in your classes? What have you tried to do to help ease student fear in your classes? I’d love to hear from you! Drop me an email at rachel@capturingyourconfidence.com or comment below!
7 Surefire Ways to Beat the First Day of Class Jitters: Teacher Edition
As a student, you probably remember getting a little nervous on the first day of classes each semester. Or maybe a lot nervous! There were several times I distinctly remember, the Sunday before classes started, questioning what I was thinking to take the hardest combination of classes on the same semester.
As teachers, we can empathize with our students because we’ve been through similar experiences. We make a great deal of effort on the first day to make students feel welcome and to begin community building right away. We always hope they leave a little less uncomfortable that first day, and maybe even have a class “friend” by the end of the week.
What we talk about less, if at all, is that teachers get nervous, too! It’s not just students who have panicky thoughts about their class load and are worried about how the very first day of the semester will turn out. Sometimes I think I might actually worry more about it than my students.
Teacher Panic: What Could Go Wrong?
I’m not saying that everyone worries like I do. In fact, I hope they don’t! It’s a little silly, even to me. (Thanks, anxiety.) But, every semester, I always worry about what could go wrong. What I could accidentally do that would make things awkward that first day. What a student could say that catches me off guard just enough to unsettle me and make me lose credibility before class has even really picked up.
I know I’m not the only one who has these thoughts. I have a lot of teacher friends, and am casual friends with many of my former professors. Most people I know who teach - college and kids - get anxiety right before the semester starts. Sometimes it even sneaks in with our excitement as we’re preparing for the semester.
These are some of my worry points:
Building the course calendar. This has, admittedly caused less stress the longer I teach. I am going into my fourth year teaching college English, and this bad boy takes a long time, but is usually manageable if you have planned the class before. If you have not, the course calendar is very stressful!
Last fall I taught a brand new class with more projects and objectives than ever before. It wasn’t just a new class, either. It was the first time I taught an essentially 3 hour class, and there were also at least 2 assignments I had never designed or taught before (and that I hadn’t done as a student until graduate school). Triple whammy = major stress. Trying to figure out the course calendar was awful, to say the least.
Anxiety points: New class, new college/university, new/changed objectives or expectations, new length of class (50 min., 75 min., 2 hr. 50 min), required assignments & topics you haven’t taught before
Selecting the readings. This has always been the trickiest piece for me, even as I gain experience. When you create the course calendar, you select the readings, presumably for most of the semester. So, if you happen to change something (or derail), the entire course calendar becomes incorrect.
Since I’ve taught at community college, I’ve met several people who present the first half of the course at the beginning and put up the second half later. This is a great idea! And I have used it in the past year. BUT. (There’s always a “but” with most solutions, right?) When you only plan the first half of the semester, you have to then go through the process again when planning the second half of the semester.
I also like to be as inclusive of different voices as I can with readings, especially at the beginning of the semester. Not only does this increase engagement, but it also gives more students opportunities to relate to the readings.
Finally, there’s the issue of the textbook. There’s always the worry about assigning book reading too early. Some colleges/universities let instructors choose, but at my institution we have one book for all required entry level English classes, plus a common read, if you choose to use it. As a student, I always purchased my books before the semester, as we often had reading for the first day in English; but, many of my students depend on financial aid, which sometimes isn’t available until a week or two after class starts. So some students will have the book that first week, but some won’t.
Anxiety points: Too much vs. not enough, being inclusive, assigning textbook reading too early, students not having materials, readings won’t include enough talking points
Planning the first day. After you’ve done some longer term planning, it’s finally time to think about the first day! At least this is how I go about my beginning of semester planning. Hard stuff first, then fun stuff. Or what I think will be fun. But will students think it’s fun? As a teacher, you’ve probably encountered each end of the spectrum: the chatty-right-away group and the stone-cold-silent group. If you haven’t yet, you will.
For me, the chatty group is much less unnerving and easier to work with. Last semester, though, first day of a 3 hour class, the first hour and a half was painfully quiet. PAINFULLY. I hadn’t really considered this, because previously my community building activities, where students have to talk to each other, have gone quite well. Needless to say, it’s definitely on my radar as a concern, now! I now think about ways to spice things up (without getting too spicy, it is only the first day, after all).
Anxiety points: You’re nervous, students are nervous, new classroom, new technology, student engagement, “fun” or engaging activities planned
Teacher Triumph: How to Tackle Those Jitters!
Even if we’re a bit nervous about the semester, we wouldn’t be teachers if we couldn’t stand up in front of our students and teach them, right? Whether you’re teaching adults or kids, you worked hard and learned your butt off to be there!
No matter how long it might seem or how quiet it gets, you will get through that first day. It’s a guarantee. But, in case you don’t like waiting around being nervous and uncomfortable, here are 7 ways you can help yourself get past those worries about the first day.
Turn your jitters into excitement. Sure, the first day might be a little nerve-wracking, but it’s also very exciting! You get to meet a whole new group of students and then watch them learn things you love for the next 16 weeks. That is SO COOL. Channel that nervous energy into making sure you are prepared, have a good lesson plan, and maybe an anecdote or two to loosen the tension. In the end, we’re all people, so the more “people-y” you can be the first day, the more approachable you will be. Showing (and telling) your students how excited you are to be there is definitely one of the most people-y teacher actions you can take.
Relax the night before & get a good night’s sleep. I can’t express how incredibly helpful it will be to get enough sleep before the first day. If you are already prepared (and not scrambling at the last minute, admit it, this adds to your stress) you can watch a movie or read a book, go to bed at a reasonable hour, and wake up ready to go. Your energy & stress levels will be much higher if you skip this step.
Review your class roster. Look and see who’s in your class, and try to pronounce their names out loud at least once. The idea of a group of people seems less scary once you know their names, right? At least a little. Because then they seem a little bit less like strangers, and you will need to be able to address them!
If you’re working with adults, I would highly recommend sending an email the week before class asking if anyone has a preferred name or nickname they use. If the student has an unusual name they might very well have a nickname they prefer rather than you accidentally butchering their full name. Some students might also just prefer to go by a different name entirely. Either way, when you go to take attendance or do first day activities, you will be able to pair those names with the name on the roster and stumble and/or get corrected less.
Prepare a fun first day lesson plan. How many times did you go to class the first day only for the teacher to read the syllabus to you? And how many syllabi do you remember? Probably none. Because it’s BORING. Certainly the syllabus is important, but there are other ways to go about reviewing expectations.
It’s the very first time students are meeting each other and you. Make the most of that! Have them interact, even if it’s in little ways like getting someone else’s contact information for times they have to miss class. Do something you would have liked as a student. What would make you comfortable or interested in the class? Even if you’re the greatest most interesting person ever, you won’t convey that energy at all if you only plan a syllabus reading activity.
Arrive early & scope out your classroom. This seems like common sense, but sometimes you can’t get into your classroom because someone else is teaching there before you! I’m a firm believer in being early for most things, but it’s definitely helpful for teaching because then you can figure out the lay of the land. So, if you can, getting to your classroom early that day has many advantages.
You can set up all your stuff and walk around. You can figure out how to work the room without circling like a vulture. Those of you who have taught in awkward and small classrooms know what I’m talking about, right? You can also test the technology before anyone gets there - sometimes those projectors are finicky beasts! Best to wrangle them into submission before your students start arriving, if at all possible.
Be prepared to laugh at yourself! This was initially very difficult for me, but now I really enjoy it. I make terrible jokes and use puns. I use hilarious (and awful) memes. I love laughing the rest of the time, so why not in class, too? My goal is to keep things light and open that first day.
I want to be as approachable as I can, and one way to do this is to freely laugh. To make jokes that are purposefully bad (what they don’t know is that those jokes will be sticking around all semester). I’m perfectly fine standing in the silence, which they also think is a joke (it’s not), but that’s really not doing anyone any favors, you know? It’s much more helpful for everyone to get the conversation going and to get them laughing or relating to each other. Even if that happens at my expense.
Remind yourself why you love teaching. I saved this for last because I think this is the best and most important action you can take to help yourself with the first day jitters. You didn’t become a teacher because you were afraid to talk to students, did you? That’s just a minor short-term inconvenience. It will pass. But your love for what and who you teach will not.
We come back to teaching because we love working with students. We love that moment when a student finally gets something they have struggled all semester to understand. We love that we can share ideas and subjects we are passionate about with other people, who sometimes like it, too. The best thing you can do for yourself before the semester is remind yourself why YOU became a teacher. What keeps you coming back year after year?
We teachers get nervous that first day, too! But there are things we can do to work around that. And if this is your first time teaching, know that it does get easier.
How do you prepare for the first day? What jitters do you overcome? I’d love to hear about it!
6 Organic Ways to Grow Student Confidence
As a college instructor, one of the most important things I do is work to ensure that my students come out of my class confident in their ability to write and conquer their other classes. Confidence and self-efficacy work hand in hand on this.
I began my teaching career at Ball State University, and was blessed beyond belief to have incredible mentoring that really helped me figure out what my priorities are for my students. I almost immediately made fostering confidence a purposeful goal in my teaching partially because of my own experiences and partially because of what I saw in my students. Being confident in writing is a major pain point for so many people.
Every semester, without fail, at least 85% of my students answer their first day survey (one of the activities I use to begin creating open dialogue) that they are “not good” at writing or writing “isn’t their strong suit.” This was true at Ball State, and it continues to be true at Ivy Tech Community College where I teach now.
Instructors at four-year universities and community colleges alike genuinely care about student confidence, but no one seems to be sure how to discuss it or change what we all see. My colleague and I did a study on this in graduate school wherein a majority (57%) of our survey respondents did discuss confidence in some way in the classroom, but the other 45% did not. We didn’t know whether this came from it not being a major concern or not knowing how to begin that discussion.
Growing and discussing confidence in the classroom can be tricky for a number of reasons. In the beginning of the semester, I never know what experiences students have had with writing (good or bad), or anything about them academically. I don’t know what’s going on in their personal lives that could be affecting them in the classroom, or what changes throughout the semester unless they tell me.
Writing is also much more subjective than math or science where there often is only one truly correct answer. As English teachers, we tend to get a more personal look at our students because many submit writing based on experiences, which can be raw and emotional.
So how are you supposed to be able to grow student confidence in your classroom when you don’t know anything about them and there is more than one right way to write? Good question!
Below are 7 practices I actively utilize in my classes every semester that WORK.
Learn their names, and quickly
This is critical. I try to learn all of their names by the second week of classes; however, if you’re teaching a 4-5 class load, this might take you additional time. That’s a lot of names!
This helps for a couple of reasons.
You might be the only teacher that student has who knows their name & it shows you care.
Often in writing and composition classes, we hear some very personal information due to the nature of the beast. We ask students to write about things that matter to them, and sharing those things with a teacher is scary!
When you know their name quickly, it grows the relationship beyond “student and teacher” to “student and person who is my teacher.”
The major difference here is the person aspect. You were a person before you were a teacher, and that’s important because they are a person too. A person is more approachable than the title of teacher, so students are more likely to come to you for help when they need it.
Have a discussion about confidence
This seems to be the crux for a lot of instructors I’ve talked to about it. How does one talk about confidence without asking students to share out loud in class? That could be both unnerving and uncomfortable for students who are already worried about it.
I begin the “discussion” at the beginning of the semester in two ways.
I tell my students up front on the first day that I know that writing is hard and it’s not everyone’s cup of tea. We are there to learn, first and foremost!
Nothing is perfect, and we need to start where we are at and build on it. Sometimes students have just come out of high school or sometimes they’re coming back after 10 years. You just never know where they are at, and that’s okay.
I have them fill out a survey asking them questions about their writing experiences and confidence level with writing.
I don’t grade these, but it gives me a way to tell where they are without them having to tell me out loud. They also get to look back at these surveys on the last day and reflect on how far they’ve come.
Be transparent about your goals
This might seem obvious, but sometimes students really don’t see past the syllabus. If I don’t tell them what I value for our class time, they won’t know! Everyone values things a little bit differently, and every class has a different set of official objectives, so this piece will be unique to you and your institution.
Your teaching methods and goals drive the class and atmosphere no matter what objectives you’re trying to achieve.
Students value this openness and tend to feel more comfortable asking a question or reaching out for help when they feel like they know what you want and expect of them.
It also makes your life easier when you don’t have to try to remember what you told your students. I believe, and have seen, that honesty and transparency are the best policy.
Be vulnerable & empathetic
This is probably the most important thing, for me, in building student confidence. I tell them some personal things when I introduce myself on the first day: I’m married and have an adorable, crazy little dog. I also tell them that I have another job and what it is.
Above all, I tell them that I was a student not long ago, and I know how hard it is. I really do get it.
My goal here is always to humanize myself and make myself approachable.
I don’t want there to be a time when any of my students can’t ask me a question because they are worried about how I will react! It’s literally my job to answer their questions, so I want to make that as comfortable as possible.
In terms of empathy, it is important (and sometimes very difficult) to try to step back and think like a student in order to gauge the situation.
If a student comes to me in a panic about not being able to get to his/her/their three page minimum, my first response is always to have them explain why they are worried and what their thoughts are.
Sometimes they just need to talk it out, or sometimes they just misunderstood the instructions. Either way, being empathetic to their panic is much more effective than brushing it off.
Always find something positive to say about their writing.
Have you ever gotten a paper where it’s obvious the student just phoned in the assignment? Or that they just completely missed the point of the entire project? I know I have! And sometimes it’s just not a very good paper.
But, here’s the thing.
You and the student both know it’s not the best paper, and the student probably expects a lot of “red ink” and criticism because that’s what has happened in the past.
I always lead any written comments I’m giving with a compliment. Always. Even if that’s about the fact that they remembered page numbers or have a creative title.
If you really want to build their confidence, you don’t want to be just like all the other English teachers who didn’t take a moment to find a compliment.
This isn’t to say that you should make up something or dig with a magnifying glass to find something fantastic; however, students do gain confidence when you recognize that they have done something right, even when you both know the paper wasn’t awesome.
Meet with your students one-on-one multiple times during the semester.
This is a hard goal, mainly because we only have a limited number of days in any given semester. We have 16 weeks to teach them what they need to learn, and we usually need every minute of that!
However hard it is for me, I make sure - every semester - to meet with my students one-on-one at least twice. One time I cancel the class(es) for the week & we do conferences for their research topics.
This is early enough in the semester that we are still new to each other, but after the first project so they know how I operate.
I check in about how their semester is going and just life in general.
The second time, we meet outside of class and I explain my comments on the first draft of their research paper. This way we are there, in person, and they can ask questions where something doesn’t make sense.
I practice all of these in my own classroom, and they have worked. I’ve seen students grow throughout the semester and become more confident in their writing (and as students). There are definitely differences from university to community college, but these practices have worked in both settings.
I will be the first to admit that I am not perfect and I still learn important lessons every semester, without fail. These are simply things I’ve implemented because of what I’ve seen in the classroom.
What do you see in your classroom? What have you noticed or tried? If you teach younger students, would these practices (modified, of course) benefit your classroom?
I’d love to hear your thoughts!