As one who taught online in the earlier years of my educational career and one who completed one of four graduate degrees online, the current crisis has prompted a favorable teacher-student opportunity.
This virtual experience includes high school students participating in At-Home learning and dual credit college students moving from an on campus format to a full online learning platform. What has proved rewarding for both teacher and student is that there are many opportunities for one-on-one communication.
School administrators often advocate building connections with students. We’ll here’s another unexpected opportunity.
Every student who logs into the present online course management system has a one-on-one communication moment with me because I acknowledge the emails, the posts, the private messages, the assignment submissions, or even phone conversations–almost immediately. Student have even paused to comment on the encouraging quotes I post through an announcement board. I am very sensitive to what students are going through, so the words of the quotes are intended to speak to what students are feeling/battling/suffering.
In the face-to-face encounters and specifically with classes of 20+ students, on-on-one conversations with every student are rare; in this context, every student gets several one-on-one encounters. Is it exhausting? Yes, but is it rewarding from a learning and relationship building opportunity? Absolutely!
The one-on-one virtual contacts allow students to see a new side of their teacher/supporter. Maybe it’s me or maybe its just a less formal context, but I seem to see that one student in that one moment as my only student. Consequently, my tone becomes more approachable and more centered on that one student, strengthening the student-teacher relationship.
Furthermore, my students are writing more and they are more focused on their writing choices. In this context, I do not always model an assignment. As my late mentor instilled in me–writing is partly problem solving and models assert that their is one answer–this is far from true. Thus, I am enjoying their approach and the attentiveness I can give in one student’s feedback. Students are taking writing risks, and I am their greatest supporter; sometimes it only takes asking a question about their choices that prompts them to think about a piece of writing.
Granted the assignments are brief, but nonetheless their texts are obtaining unique attention–immediate, isolated, and frequent. I’m glued to my computer because I am most sensitive to the fact that I want each student to know that I am here just for him or her.
Finally, I am hopeful that many of my high school students will contemplate online higher education– a thought some may not have considered but a seed I am intentionally planting. On more than one occasion teaching during this COVID-19 crisis, I have encouraged some students to consider literature courses for their analytical skills are sharpening; the less than engaged student in this context has now become a consistent participant; and, that student who use to exceed an appropriate number of absences in just one week has now submitted ever assignment. For each of these students, the conditions of online learning has revealed successful learning skills–skills they should consider utilizing in an online post-secondary certificate or degree.
From the above there have been many positive experiences in a less than desirable time period in education.
Avis
Avis 