>Hi Listers,
> I would like to initiate a discussion
around the question "How do you encourage your students to commuinicate
with you?"
To start the discussion
I would like to share with you one of my student's responses to a writing
assignment I give prior to the
beginning of the semester, which
is due at the first class. I send students in my math classes a letter
describing the class
and my cooperative procedures,
a syllabus and class schedule, and I askthem to write a math autobiography
in which they are to describe how they feel about math and explain why,
among other topics. I also askthem to put a headline on their autobiography,
which in itself is quite revealing as you will see below.
> Every semester I am impressed
by the number of students who share with me some of their deepest emotions
and feelings about their math anxieties and previous math experiences,
simply because I reached out to them and asked them to. I suspect this
is because it is the first time someone has asked them about their feelings
toward a subject. Perhaps byasking them to write about their feelings I
have been able to tap into an academic area which they feel good about,
writing, versus one which
causes great anxiety, algebra.
This is the case below.
> In addition to helping me gain
important insights into student attitudes the students gain insights into
their attitudes and biases
even before the class starts.
This enables us to work together to address their concerns during the semester.
> **Do you have a special technique or approach to encourage your students to communicate with you either in or outside of class?**
Please do not restrict your comments to writing assignments. For example I give out my e-mail address every semester and a few students will use it to have conversations with me about things affecting their lives outside of class as well as to ask questions about class content.
I look forward with great
anticipation to hearing from list members about their experiences and approaches
to foster student communication.
+++++++++++++++++++++++++++++++++++++++++++++++++
>Student math
autobiography
>MATH IN THE TRASH CAN
> Math, oh how that single word
conjures up so many vivid memories to
>my mind. Math, the very word
makes me shiver in my shorts. If we were to
>start way back in my life, we
find math as nothing more than something
>to dread. With a large family,
some were bestowed athletic ability,
>talent for helping animals,
poem writing, business sense, and logical
>thinking. However, none of these
were to be given to me. The shy girl
>with the talent for blushing
when noticed was not to be found asking why
>E equaled MC squared. She was
to be just the opposite, and would rather
>spend time making shapes out
of numbers and using them to decode
>messages rather than adding
them or subtracting them.
> I can recall memorizing my
times table, or was that staring at the
>dinner table? Alright, I will
not tell a lie, I found math more boring
>than staring at scuff marks
on a dirty floor. I had several problems
>with a teacher, (who will not
say, because you do not want me to start
>on that for fear I may never
stop) and she did nothing to improve my
>view of numbers and operations.
When you are young and you are behind
>your friends in classes, it
does not help if you find someone who does
>not even like to teach the subject,
let alone be patient with you.
> I have a very short attention
span, and find myself thinking too
>many throughts at one time.
if I get off the subject on this paper or in
>the classroom you must excuse
me, it has nothing to do with you at all.
>To keep myself on the subject
I must go back at it again and again. This
>also did not go over well with
any teachers I have had. By high school
>again, we find yet another teacher
who is not a help to me, but rather
>brings out my cranky attitude
toward the subject. This teacher would not
>be seen again after her first
year, for many reasons (I claim to be
>one). Even though I have a definite
aversion to the subject and a large
>distate for math teachers (no
offense intended), I did find one to be a
>complete contradiction to all
other. This was my first math teachers at
>4C's, taken only last semester.
After switching down from intermediate
>algebra to elementary I discovered
a lost technique to teaching that I
>have never seen before. I found
the class to be helpful in my
>self-esteem toward math, that
I did not dread one day of going into that
>classroom. I have been forced
to take a math course every single year
>from middle sachool till now.
That is the price I pay for being so
>behind the average student.
Even with all this time added up in math
>classrooms I still feel extremely
uncomfortable and insecure about my
>ability to think mathematically.
Therefore, if I am to be seen slumping
>in my chair with my head down
hoping you don't call on me, it is nothing
>personal.
> I know I need to take this course
not only to raise my general IQ,
>to meet my requirements, but
to just get it over with and hit a good
>level to stop at. For the major
I've chosen ()liberal arts) only basic
>math requirements are needed.
It is not even going to be an issue in the
>career I would like to pursue
during or once my education is complete. I
>have nothing against math, nor
the teachers (unless fair reason) it is
>simply not a subject nor concept
that interests me greatly. My outlet is
>creativity, it is writing, math
almost seems like a rude challenge to my
>artistic nature at times. My
ampatience and frustration take hold after
>time and I .... well let us
say I do not relish the thought of pondering
>the same math problem for any
extended period of time. If it had not
>been for the teacher last semester
I probably would not be pursuing any
>idea of another math class.
Your letter definitely got my attention and
>interest and I am actually looking
forward to meeting you and starting
>this class. Imagine a math teacher
who likes to write also.
> I have kept my attention on
this paper long enough, and my thoughts
>are steadily drifting away.
I will not say that I look forward to this
>semester, or the hours of staring
at confusing numbers or signs. But I
>will say I do not feel like
throwing my math book in the trash again
>before I have even opened it.
It has proven that just one teacher can
>slightly alter a person's perception
of a subject. Therefore, I will
>give this class the benefit
of the doubt and see for myself if there is
>anything I can learn here. Hopefully,
I might even pass it without
>losing my sanity in those pesky
binomials.
>Your brand spanking new student
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Robert Raffield" <raffield-birdseye@worldnet.att.net>
CLTALK@ASUVM.INRE.ASU.EDU
This is by no means an original
with me but I have found it really helpful as an ongoing opportunity for
students to respond and communicate. It's called a "minute paper"and I
do believe I picked it up from a professor at Florida State University.
Anyway, the idea is that, at the end of the class, you ask the students
to take one minute to answer the following questions in writing: What was
the most relevant/important/interesting thing you learned today in class?
What questions do you still have? What
comments do you have about your
own progress in class at this time or the progress of the class in general?
of course, you can vary the questions. And it's a nice cooperative twist
to have pairs discuss and then submit one paper for you to review.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
MaryLiz Pierce MATH4FOBIX@aol.com
I'd love to share my ways of increasing communication. I stress communication and laughter in my class from the first day of class. I start by having the students get together in pairs and then tell the class three things about the other person so that we are all introduced. I share my email address and my unpublished phone number (a holdover from working in juvenile corrections for 7 years). I also share my philosophy of teaching that
1. Everyone has different learning styles and everyone can learn math -- it's a process of matching style and explanation.
2. If they will do the practice, it's my job to find an explanation that
will work for them and I will do my darndest to find one.
3. Getting over math anxiety/phobia does not mean having me water down the curriculum. It means letting them know that they can do math.
4. It's easier to learn when you are relaxed, so we will relax in class and have some fun while learning.
5. I try to let them know that they don't have to be perfect to learn math. In fact, they learn more by correcting mistakes than they do by getting it right the first time. They get extra credit for catching me in mistakes and finding them in the book.
Some of the things I use to make them relax include poking fun at myself,
talking about my grandkids before class, bringing in jokes, and laughing when things fall apart. I find that my students learn better when I make mistakes and then model how to go back and correct their mistakes.
My students are encouraged to ask questions and, since I like the ornery ones, they seem to follow their lead and ask. The quiet ones are the ones I worry about and will try to see them before or after class, just to talk and make myself seem more human. I also give my students credit if they come up with an explanation I can use later. To this day, the idea of adding the fractional part of a mixed number, changing it to a mixed number, and carrying the whole number part up to the top of the column as they would in a regular addition problem with carrying, is called the Cindy method after the person who asked me the question first. All the texts I see have them add the whole numbers and the fractions separately and then combine. It's a minor change but seems to help some people.
In the first part of the courses, I show the students several ways to do one particular type of problem and encourage them to use the one that suits them best. Due to time constraints I can't give them alternate explanations on all subjects but I encourage them to come to me if they're having problems. Normally it doesn't take too much effort once they have the idea and start looking.
I find that my background in special education as well as running a two-room school help me relax with the students.
I think I already sent you the writing assignment I give my students as part of my final exam. If you need another copy let me know. When my students develop their own word problems for it, my emphasis is on seeing problems that they face in their daily lives as much as possible. They are told from the beginning that it's what I want to see. Math doesn't exist in a vacuum and neither do they.
I use my kids names in word problems
I make up for them and try to give practical problems from all the disciplines.
Having good technology programs and good health program on campus works
well for me getting those problems.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Kim Mackey <mackeys@alaska.net>
1) Control your temper.
2) Do the same problems they do. Than you have a basis for discussion. They also like it when you make a mistake and they didn't. You also won't assign more than is absolutely necessary to build conceptual development.
3) Give them some free time in class at the end of the period.
4) Model good communicating behavior, i.e., listen carefully, try not to
interrupt, ask good questions, don't talk down, have a sense of humor, etc.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Jack Berdeaux <jberdeaux@VOYAGER.NET>
I taught math at the secondary level for years and therefore had students five days a week. Each Friday was "BS Day", that is we would discuss something of interest to the class and it did not have to be math related. I of course learn far more form these Friday sessions than anyone else, but the main thing is that the students had a chance to express themselves in school freely.
I have taught many students and seen them go on to successful careers and over the years have had many comments about the Friday sessions I had. In all those years, the most gratifying comment came from a student who did not participate until about halfway into the term - his comment, "Mr. B, this is the first time since I have been in school that I have actively spoken out and participated in a class and I want to thank you for getting me to do that". Of all the things said to me in my teaching career, this is the one most remembered and the one most proud of.
The moral to the story - let them
speak and without fear. Talk with them and not to them. Respect their opinions
even when they don't agree with yours. And they may even learn to like
math :-)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Pamela Childers <pchilder@mccallie.org>
I enjoyed the letter by your math students. Several of our math AND science teachers have used this exercise without the wonderful addition of the headline. The one thing that they have added is asking the students what they would like to do in the course to help make it a more effective
learning environment. Several
of these teachers have used suggestions by their students during the semester.
Also, they have asked students to tell them anything special that they
would like to share. Teachers have used students' talents and expertise
during the course; they have also considered alternate ways of teaching
due to the disabilities/special needs that students have told them about.
It is also a good way to find out what students have already studied, what
they know well, and what they fear
about the course. Teachers have
always been impressed by the honest responses of the students maybe because
no one else has ever written to them. Also, Toby Fulwiler takes the time
to respond to the student letters, usually in a class letter that refers
to points from the individual letters that affect all. For instance, you
might write a letter back talking about how many of the students found
xxxx as the hardest part of math, and that most had mastered xxxxx. This
also gives students the sense that you have really read their papers, that
they are not the only ones who have trouble with xxxx, and that their classmates
have some good ideas that the teacher might actually listen to. It really
helps to make a collaborative learniing environment. Another activity that
we do in the science course I team teach, as well as several other courses,
is give the students an evaluation questionnaire at
the end of each marking period.
We send them a summary of the responses and tell them how we will revise
what we have been doing to reflect their input and/or clarify the purpose
of what we are doing. At the end of the semester course, on the summative
evaluation, most students acknowledged that we were unique because we actually
listened and revised the course to reflect their input and improve their
learning. We have learned a great deal from our students and hope they
see us as models of continuous learning. Just another possibility . . .
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Aaron Walker <btl@swbell.net>
cl@jaring.my
Wow, Ted! I have saved your post
to this discussion so I'll remember the power of inviting communication
across "disciplines" this way. I am still, at 48, this girl and have avoided
math in the same ways for the same reasons. I'm currently teaching business
communication to a group of adults who are working full time and getting
a business degree in an accelerated program. EVERYTHING you've implied
here transfers to their experience of conscious writing, speaking, and
listening. Thank you so much for sharing this experience here.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Peggy Underwood" <underwps@grace.edu>
oncourse@ari.net
Ted, what a worthy topic. I look
forward to seeing the comments.
I struggle with this especially
with students who seem to be so
closed off. I had such a student
last spring. This student needed to
meet with me because she was
placed on academic restriction. She
always gave short answers such
as "I don't know," or "Maybe," etc. I
can't remember how this came
about but I remember telling her that I
cared about her as a person.
Her reply was, "Don't say that." I
continued to assure her of my
interest in her as an individual. The
next time she came into my office
she had a brighter affect, her hair
was washed and she was more animated.
She didn't become an outgoing
extrovert after that but she
was much more open as we met for the
remaining part of the semester.
I have found that students respond
to a genuine expression of
kindness and caring as I meet
with them. This may be too simplistic
for what you are looking for
but it is a beginning. Thanks for asking
the question.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Herb Lyon" <lyonh@bhc1.bhc.edu>
Some ideas to add to the good ones already posted.
1. Take digital photos of each
student on the first day of class and post
them on the class Web Page (with
permission of course)
2. I also print up a sheet of thumbnails so I know names quickly
3. Take care in setting office hours to be convenient for students
4. Keep a large jar of candy in my office.
5. I have painted my office door
red so the students can find it, as it is
the only red door in the college.
You would be surprised how many students
can't or won't find an office
even on a small campus.
6. I encourage students to call me at home (before 10:00 pm), and they do.
7. E-mail is very effective for some.
8. Group student projects are
excellent for promoting communication in general.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Pat Stoll <patstoll@megsinet.net>
Thanks for your interesting question.
Will try to respond soon. Meanwhile,
look at the latest issue of the
Kappan magazine. The theme is "The
Mathemetical Miseducation of
America's Youth." Very good.
Well, one short note of how I
get students to communicate with me.
I teach Freshman compostion,
a topic that is at least as feared and loathed
as Math. First day (or at least
in the first week) I ask them to jot down
(anonymously) the things they
hate about English (they can also write the
things they like, if anything).
I gather up these slips of paper (with four
or five entries, usually), read
them out, and respond to them orally. The
anonymity helps, I think; especially
since the class is "about writing,"
students fear writing anything
that might be "wrong"--so they can just
"list" things anonymously. I
do this to help shape my syllabus, and to let
students know whether I will
or will not be doing the things they loathe (or love).
It has always been very interesting,
for me anyway, and it does seem to break
the ice, which is sometimes very
thick indeed.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Dr. Frederick L. Uy" <fuy@calstatela.edu>
What I have sone in my classes is that they do reflective journals via email. Those who are uncomfortable sharing in the class or face-to-face can very well do so via email. I try to give them topics to think about or simply allow them write anything that they feel, of course, within limits and reasons.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Paul Wong <wong@twu.ca>
Communication is always a two-way
street. You find opportunities to talk to the students, show them that
you are approachable, understanding, and interested in listening to them.
Pretty soon you will establish a reputation among students.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Annette Gourgey <FMCBH@CUNYVM.CUNY.EDU>
As you know, I teach statistics
to urban public college and community
college students. I have not
had great success with having them
write math autobiographies because
I have generally had students
who are not much more comfortable
with writing than with math.
Many are not older, articulate
adults, but recent graduates of
the New York City public school
system, with all the baggage that entails.
I have tended to get very brief
statements which I suspected were
written with cautiousness about
what they were saying to the teacher.
What I do now instead is emphasize
from the first day that our
statistics class will focus on
applications as they are used
in the real world, and immediately
give out a current newspaper
article for discussion. I try
to choose topics that they will
find interesting and fun, and
make it clear that they can react
any way they want, to the topic
as well as to the statistics.
(I have used the results of the
Sex in America
survey, Clinton impeachment opinion
polls, and job prospects for
the year 2000 and beyond, among
others.)
More related to your question
about encouraging communication,
I joke a lot to the class. From
the first day I show that we
can have fun together and not
be afraid to say what we think.
I show a sympathetic attitude
toward people who feel uncomfortable
about math, and indicate that
mistakes are OK because everyone is
learning. The real-world material
helps to do that, but it is also a
way that I try to personally
reach out to them. It breaks up
the tension early, and when I
follow it with discussion and
small-group activities, as well
as encouraging them to contact
me outside of class, a more relaxed
tone is set. I later have
them write an end-of-course evaluation
and once they have experienced
a math class where they can relax
and not be afraid I get more of
the type of comments you describe,
when it is safer to admit that
they felt dumb in math because
now they don't feel so much that way
any more.
I would be interested in comments
from others on the list, particularly
from those who have worked with
the younger, urban public school
population.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
monge@ssu.southwest.msus.edu
(Lynn Monge) oncourse@ari.net
How to communicate with students!
On our campus many of the informal contacts are those that create closer
ties. Remembering to greet students and ask how things are (mention something
specific) when you meet them in halls, in the student center or on campus
does much to convey your desire to know them as individuals. I also use
e-mail journals during my first semester study skills class. This allows
time for answering questions they may not feel comfortable bringing up
in class. I then continue to e-mail them on a regular basis throughout
the year. I just got an answer from one student- I'm so glad you are there
and that someone cares! We all like to get mail.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Anna Meeks" <anna@skeem.com>
I read with interest your letter about student communication. To be honest with you, I have been trying to find a way off this mailing list, as my schedule does not permit me time to read most of the information (or I don't take the time to understand it). Today, being in a very grumpy mood, I have paused long enough to read this students' response. Could you please let her(?) know that there is another future teacher out there that hopes to help out students like her.
It has taken me 36 years to commit to becoming the teacher that I know I was meant to be. I am currently teaching pre-school and going to school in the evenings to become a high school math teacher. No, math is not my strong suit. That is the reason I want to teach it. I have found through out my various career stages that people who are gifted in math can't understand why someone else can't understand math. I understand perfectly well why you don't understand it because I didn't either. If I can learn it, I hope to be able to find a way to teach it to those who fear it.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
RitaNeedle@aol.com
At the first class I share who
*I* am -- I have done practically everything
good and bad that there is to
do in life -- and here I am....I am a human
being and they know it. I think
that gives them the openness to be able to
share their own lives, fully
and honestly. They also have permission to NOT share their lives.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Laurie Richlin <Alliance@IATS.com>
I use a technique learned from
Jackie Dewar at Lilly-West a few years
back. My students are given extra
points for sending me an e-mail
answer to 5 questions spaced
throughout a 10-week term. The questions
ask about their backgrounds,
input on class process, etc. And I tell
them they can add anything else
they want to say. It has given me a
nice interchange with most of
them, and I think I've gotten to know
them better and quicker this
way.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Martha Haehl" <haehl@kcmetro.cc.mo.us>
In some classes, in particular Basic Math, when a student misses the point on an assignment or quiz, I give them little or no credit and ask them to come see me for help and to get credit for the assignment or take a replacement quiz. If the student does not contact me within a day or two, I talk to them personally and say, "What is your schedule like? I want to help you get you on track before you get too lost, so let's make an appointment to talk about assignment ***." I am careful to tell the class that it is my goal that they pass Basic Math the first time, and then pass Intro to Algebra the first time. The student can see a tutor instead if that fits the schedule better or he/she would feel more comforatable. In general students are a little annoyed when they get their first 0 instead of 70%, but do seem to appreciate over the long haul that they are correcting their misconceptions.
In a team-taught, Basic Math/Reading combination class last semester, we involved the counselors in establishing the group dynamics. They did some activities with the students (and teachers) to get acquainted, get to understand each other's values a bit, and to better understand their own learning styles. At about mid-term, we took a couple of days for one-on-one conferences with the students. During those class periods, the groups had a project to work on. The individual conferences were very good. Some students told us of some very traumatic experiences with math or reading or education in general. All of those things opened the channel for communication.
Here is an in-class technique
that works for interaction in lecture format. Instead of call roll, have
all student's names on a note card. Throughout the class, go through the
cards and call on students for various questions. These can be very simple,
like:
put the problem on the board:
Solve for x:
3x - 5 = 2(4 - 5x)
Pull a card from the stack and say "Mary, what kind of answer are you
looking for, an equation, an expression, or a value for x?" Then discuss the answer of concepts if necessary, then pull another card and ask. "Jerry, what would be your first step in solving this equation?" Then whatever his step is pull another card and say "Khristopher, what would the next line look like after doing Jerry's step?" If a student is stuck, I let them ask someone else to help them. When an answer is wrong, I try to say things like "You've got some good ideas here. Let's review where you would do that kind of process and see how this situation is similar." If the answer is vague, like "move 5 to the other side of the equation, I ask for clarification: "Do you mean multiply/divide/add/subtract 5 from both sides?"
It is amazing how many concepts
you can cover and misconceptions you can uncover by asking these questions.
It is important, however, to build an atmosphere of trust in this process
so that when an answer is incorrect, the student feels safe to learn from
the mistake and ask questions about why their answer is not correct.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Robert & Mary Gregg <rgregg@pacbell.net>
I find that giving students my
e-mail, phone number (it has voice mail), office hours, and explaining
where my campus mail box is located helps my students communicate with
me in what ever manner feels comfortable to them. I have received all types
of communication and I always response promptly regardless of the communication
mode my students chose. mlm
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Trevor Holmes <nosfer@yorku.ca>
I teach a course that uses conferencing
software. This software has a
chat function. Besides my office
hour and email, I find that initiating a
chat session is a great way for
students to feel like their opinions about
how the course is going are being
attended to. I keep course content
discussions in the general conferencing
group and reserve chatting for the
course progress and informal
feedback functions.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Wanda Shively <wshively@skyenet.net>
How do I encourage my students
to communicate...? I have never used a
specific instrument (such as
your letter) for the purpose of encouraging
students to communicate. I like
your idea, but this was for you to pick
MY brain, not me to pick yours.
Techniques I do use are:
LISTEN LISTEN LISTEN to the student(s)
Give positive facial feedback
as you listen
Accept all "slightly on the mark"
comments with some positive response
Refuse to allow "put down" comments
by other students
Write notes on returned papers
"good answer" "Yeah!" "MMmmmmm" etc.
End each test with a thought
question, "Tell me two things you learned this six weeks..."
(Students have said that they
learned to shut their mouth and pay attention. Yeah!
One student said she learned
that math teachers can care about students!)
Praise
Applaud
Stand up and pat your self on the back
Encourage trust
Ask lots of questions that begin "What do you think..."
Writing into their ungraded math journal
I AM going to try a version of
your idea, since (as you can see),
I also am a math teacher who
likes to write.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Derrel Fincher <dfincher@twics.com>
To: amte@csd.uwm.edu
I teach middle school and I have my students fill out a daily report, with
3 days per sheet. The report is part of their homework and it has a place
to track homework completion,
time spent on homework, who was present when they did their homework, etc.
However, the largest space is blank and they are required to write questions
or comments or _something_ in it. Some students tell me how their day was,
others tell me who they will be seeing that night, some ask questions about
the math, some have comments on the math, etc. I read these daily during
class (when they are working in their groups) and either write a response,
if it's short, or I'll talk to the student right then or ask them to see
me after class so we can chat longer. On tests and quizzes I always have
the final question as, "This test was {blank} for me because {blank}. Concepts
and ideas I am still struggling with are {blank}." I also have the students
write their own progress reports and report card comments and I then comment
on what they wrote.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Jennifer Smith <jsmith@math.arizona.edu>
To: amte@csd.uwm.edu
I am a graduate student in the
Department of Mathematics at the
University of Arizona in Tucson.
I am currently teaching a content
course for pre-service elementary
teachers. As most of you know,
these are some of the most math
phobic students one can encounter.
I have been using writing in
my courses to encourage my students
to communicate with me. I also
used a lot of writing when I taught
high school and found it was
very successful as an assessment tool
there as well.
I, too, use the famous "Math Autobiography"
on the first day of class
and also find it quite revealing.
I use weekly journals throughout
the semester as a forum to ask
students for their thoughts on many
issues educational and mathematical.
One of the most successful
journals, however, is the one
I assign after every exam (This is in LaTex):
How would you assess your progress
in this class so far? What
grade would you give yourself
based on the work you've done?
Do you think this exam was an
accurate assessment of what you have
learned? Why or why not?
Compare your performance on this
exam to the first exam. If there
was a significant difference,
explain why this occurred.
At which of the topics we covered
did you feel most successful?
At which did you feel least successful?
What suggestions would you make
to improve the class at this point?
This writing assignment has proved
to be extremely valuable. The
students do not, surprisingly,
complain about the exam very much.
They give very honest and accurate
assessments of themselves, and the
fact that I am asking for their
feedback on an exam (the mortal enemy
of the math student) seems to
have an impact on them in a very positive
way. Many students commented
about this practice positively in their
end-of-semester evaluations,
remarking that I really seemed to care
whether they passed or failed.
These writing assignments sometimes
spark discussions in class, which
also seems to encourage the students
to communicate with me and each
other.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Don E. Ryoti" <MATRYOTI@ACS.EKU.EDU>
To: amte@csd.uwm.edu
Math for Elem Tchr, course
On the first day I ask students
to respond to Why Mathematics is
Important? Many of the students
respond about balancing check books,
managing money and other such
topics that involve addition and
subtraction. I don't criticize
but using their replies I try to move
them along. The text includes
the bullets of the K-4 and 5-8 Standards
and both in class and in assignments,
I ask them to comment about them,
particularly the problem solving,
communication, reasoning, and
connections. Over the semester
I see their views of mathematics
expanding.
Liberal Arts mathematics course:
I also use Math Autobiography and
agree that it is a great tool.
"Muddy Moment" I heard this term
some years ago in a presentation; I
wish I could recall the person.
This is collected at the end of a
class; the student can say what
was confusing.
email is great! Sometimes students
write to me about topics that I
do not care to know, but I've
realized many students want to tell
someone their problems and they
aren't looking for special
consideration.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Marsha" <mhurwitz@netropolis.net>
During the year, I formally meet with each student once. Ostensibly, the
purpose is to go over their grades and answer any procedural questions they might have. I also use it as a time to praise them for the effort they are putting into the course. I may also give some gentle suggestions as to how they can improve their work in the course. This "mandatory" meeting for all seems to be break the ice a bit.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ "j.nakagawa" <vf2j-nkgw@asahi-net.or.jp> cl@jaring.my
I went to a presentation last year by a psychologist who additionally teaches English at a Japanese university. At the beginning of the term, he asked his first year university students to draw their idea of English study. (Drawing of course is a great response method for students who have limited proficiency in the language of study.) He showed us some of the
pictures at the presentation. One very memorable one had the student
pictured as very tiny next to a huge unscalable mountain of English.
This kind of activity would also work not just for SL/FL obviously but
for teachers trying to include more MIs in their lessons (drawing v.
verbalization). Students could exchange their pictures and discuss
them, write about them (e.g. so else's pic), dramatize them etc.
In addition to directly soliciting student feedback to encourage
communication (with us and between sts) through such activities,
journals, questionnaires, conferences etc., by using the CL approach we
encourage communication and as teachers are of course free to roam and
chat with students in their CL groups. Some students comment they like
those impromptu chats with the teacher that occur while pacing the room
very much. It then leads into students feeling free to also approach
the teacher outside of class as the teacher is not a threatening
figure.
This year I had students for one of their group term projects create
either poster or OHP presentations. I and the class was very thrilled
to see the inventive ways students attempted to communicate with each
other through this vehicle, combining such things as acting, computer
graphics, gesturing, academic style lecture and so on. (The students
had relatively low English proficiency so this made the work both more
exciting and comprehensible.)
I directly solicit students' opinions about their former studies and
their preferred ways of studying/learning styles through
questionnaires, discussions and journal activities. This year I also
started to explicitly teach about MIs (I made this into an English
lesson) because I realize I have many students who feel they are "poor
students" or unintelligent due to being strong in intelligences not
traditionally valued by schools. The first activity was merely to
read a description of 8 MIs for homework and then attempt to rank their
own Is from strongest to weakest; the results were discussed among CL
groups the next session, and also put in the group folders which I had
access to.
Another presenter (peace educator) last year described how she and her
classes collaborated to make class rules at the beginning of the term
v. establishing them solely on her own.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Matt Smith <msmith@CSTCC.CC.TN.US>
I teach writing and many times, as you have found, students will reveal highly personal details within autobiography assignments. Also, I give students my school email address and have found many are tremendously comfortable communicating that way-I wonder if it is the perception that email is some kind of anonymous communication (not the immediacy of ftf or even writing assignments). The issue I always wonder about is "how much communication do I really want?." I am not writing that to be interpreted in a heartless, cold way, but rather in the sense that I am not my students' therapist, confessor, or any of those other =
roles-though that seems the role that I occupy sometimes. Let me give =
this caveat, I don't believe a teacher can exist in some state of =
disinterested objectivity, but nor do I believe that one should become =
so entangled in our students' lives that we lose sight of the outcomes =
of the class or program. What makes this issue so fresh in my mind is =
that our school is currently under a pseudo-initiative to become more =
"caring" and that is correlated, at least here, with communicating our =
"caring" to our students. For me, your question hinges on the way we =
imagine or perceive the student-teacher relationship. I haven't really =
given you any "solid" answers, only some more questions.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Donna Vandergrift <dvandergrift@BCC.EDU>
I have found that one of the best ways to encourage students to
communicate with me is to communicate with them. I start my classes with an introduction exercise where they meet and talk to a classmate and then they introduce the classmate to the class and to myself. They are quite willing to share infomation about themself to one classmate. The introducing classmate reveals things that the
student probably would not have.
I also share information about myself on the first day as well as
throughout the semester. It is my main attempt to give examples to
things I am discussing, but it also allows students to see I am human and
approachable. Also, I listen well when students talk to me.
Every opinion is valid and even a wrong answer is a good one. It allows me to see how a student might be misinterpreting information.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Reda, Ellena" <reda@SUNYDUTCHESS.EDU>
Over the past few years I have come to experience the value of having my
students communicate their thoughts to me in the form of reflective
writings. These writings provide the students with a "safe" avenue for
"talking" with me.
I also use an autobiographical assignment and share my email address. This year I began to require students to do weekly journal entries which address, among other things, what worked well in class the previous week, what they are still experiencing difficulty with, problems with assignments, feelings about the class, things that might be going on outside of class that may be affecting their performance during a given week, and other general information.
I make a point of commenting on points made and attempt to open up a
dialogue with my students.
Initially the entries are sketchy at best but as the students become
comfortable with this idea, they are often willing to share information and
to honestly evaluate the preceding week.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Nanette Hatzes <nmh2@PSU.EDU>
I have found that a class listserv fosters great discussions among the
members of my educational psychology class. It is here that people who are too shy to talk in class often shine. I will often give students an
article and have them respond to it on the listserv (e.g., Freire, Gatto,
Kohn). It's often very time consuming (there are 40 students in the
class), but always worth it. Of particular import has been the opportunity
to "process" the process of teaching. I team teach with two or three
members of my class each week (everyone gets a turn), and then on the
listserv we discuss what strategies worked, and what didn't. The feedback
from the class has helped shaped the next week's teaching and students feel like participants in the process. It has taken my students a few weeks to feel comfortable with my demand for such active participation, but they are rising to the occasion. With the team teaching approach I also have the
opportunity to work closely with small groups of students as we plan our
strategies for the week (collaborative learning with lots of scaffolding).
It often feels like having a dragon by the tail, but I'm having more fun
teaching than ever.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
kathleen mckinney <kmckinne@ILSTU.EDU>
This topic has come up here recently. I sponsored a student-faculty
conversation on teaching (through our teaching center). We discussed many things including why students don't communicate with us and don't come for help. One of many interesting things students said (and different students said the same thing at a similar event a year ago) is that many of them (esp. as frosh and sophs) find many of us inaccessible and unapproachable. This always shocks faculty (we shower, we don't bite, we have a phone and office..., we tell students to come see us, we tell them our office ours...). They said being in smaller classes helps, having faculty who know their names helps, having faculty who take an interest in them as
individuals helps. They indicated that e-mail was a nice new alternative
that was useful for some. We discussed actually requiring students to come
in early in the semester and just chat (this has worked well for me in a
small frosh class). I have all my students in either a class listserv or
email nickname group. I use it a lot. They now send me messages too and
often not about class! So, there are a few scattered thoughts... There is a
grad student in Comm here who is planning to do her thesis on this topic!
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Richard P. Langford" <langford@GEO.UTEP.EDU>
The only method I have come up with is to insist on conferences outside of
class. I sometimes cut our geology labs short so that I can talk to
students. The most important point I can make is that I got nowhere with
students communication until I realized that I had better stop lecturing
and just listen outside of class.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Margit Watts <watts@HAWAII.EDU>
Aloha...
I find a combination of methods works well to support student/teacher
communication. Because I want my students to be familiar and comfortable
with new technologies, I ask them to write weekly e-journals. These are
often in response to class activities, or to assignments etc; but, more
often than not, the e-journals become a 'safe' place from which my
students approach me with stories of "themselves".
Of course, I also meet with my students individually, have an open door
policy throughout the day, etc. But, the ejournals appear to make all of
the other communication smoother....amazing.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Ben Welsh <Bhwelsh@AOL.COM>
Whenever I felt that I was loosing touch with my students, we would have
'discussion group'. I would have them pull their desks in a circle and tell
them to put away their books. Often I would ask them about how they felt
about the class, and take notes. This showed my genuine interest in their
answers.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Bethany Martin <bmartin@SOUTHERN.EDU>
I would like to respond to your question of how to encourage students to
communicate with you:
When I was teaching the on the island of Chuuk in Micronesia last
year, I encouraged my students to communicate by asking them how they
would teach the class or what they would like to see done. By doing this,
it showed me how they can learn the best and what would interested them so that they would love whatever subject was being presented. It worked
pretty well and I received adequate feedback to improve my teaching
techniques.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Dawn Tato <D.Tato@ASU.EDU>
I am responding to the inquiry of how to encourage student communication with instructors. I work for a first-year Native American retention program. We decided to ask students to write a letter to themselves expressing their thoughts and expectations about their first year of college. This turned out to be a very powerful tool in finding out how to focus our programming for the year and how to help individual students more effectively. I think that students are eager to share their thoughts and feelings, if they are just asked.
In addition, I find that students respond to personal e-mail messages. This
shows that they are not "just a number." This would work best with smaller classes and could initiate more communication in the classroom among peers as well as with the instructor.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Ruth J Palmer <palmerrj@TCNJ.EDU>
While some students will communicate with me about anything, generally
all students respond to any effort on my part to communicate with them
i.e. a question or a statement that is personal related to some subject
matter or any general subject matter.
However, lately I have focused on broad areas - (a) being able to talk
with students through critical analysis of text or critical response to
each others' work; (b) what they know; and (c) how they feel about their
learning and the process that's getting then through their learning.
With regard to (a) I have had to rely on developing good questioning
approaches to bring us all through honesty and sustained conversation.
But since what's needed to do this is not only academic skills but also
dispositions, I have had to work much harder to declaring myself -
putting myself and my reasoning on the line;-pausing through the
exercise to introduce reflection so that we are conscious of the skills
and dispositions used or needed to sustain (or kill) the communication.
With regard to (b) and (c), I wanted to talk to students about
knowledge and knowing and about their own knowing. So I introduced two
prompts that students could complete each time they were turning in a
task. These were: At the end of this task I know. . .; and At the end of
this task I feel. . . This started off as a writing task. Students
developed rapport with me. Then I invited the students to share;
students were cautious initially. My classes are small so everyone can
share, I believe in safety and with honesty. These responses generate
other one-on-one or group conversation, as well as an opportunity for me
to attempt to integrate academic and affective dimensions of my class.
At the end of each semester, I plot each students' progress and use with
all other of the class indicators, for an exit conference. By the way,
this is not a college policy; it just works for me.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Dr. Lee S. Duemer" <lee-duemer@UIOWA.EDU>
I have found e-mail a very useful tool for encouraging communication among students and myself. E-mail accounts are free for all students at the
University of Iowa. At our first class meeting I ask all students to send
me a brief message, from which I record and save their electronic address.
Use of e-mail is a good opportunity for students to become accustomed to
what is now a standard medium of communication among professionals.
Several days before class meetings I send all students an e-mail message
that contains an outline for that week's class, discussion questions and
important points to look for in the readings.
The top portion of each week's message contains the e-mail addresses of all other recipients. I encourage students to save those addresses in their
address book to use as a type of list-serv to discuss topics from the class
among themselves.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
dennis roberts <dmr@PSU.EDU>
there are many ways ... as suggested by posters ... to encourage and
increase the degree of student communication. of course, by far the most
important one is to make it crystal clear to students that you, as the
instructor ... want that and welcome that ... and that NO punitive action
or behind the scenes getting back at some student for saying something ...
will happen.
even then though ... short of forcing them to do so (for example, they have
to send a reply to some note sent by the instructor or else X points will
be taken off ... is this really student communication?) .. we have to
realize that most will not voluntarily be talkative and overly chatty ...
there seems to be some built in reluctance on the part of students to say
too much ... TO someone whom they consider to be the expert .... and one
who has the power over them in terms of grades, etc.
yes ... we can do more to encourage and increase student communications but ... let's don't hold our breaths until it becomes 100%
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
jmhalsey <jmhalsey@CWIX.COM>
In response to the question "How do you encourage your students to
communicate with you?", I would like to add an idea that I successfully
found encourages communication from some students that I might not otherwise have heard from. Each semester, I try to come up with categories where students can earn points that will help their grade, but which don't come from the traditional evaluation techniques of quiz, tests and turn in homework. One of the categories I regularly use is what I call Reflective Writing. Students can submit up to 5 writings each semester, each worth 5 points. As long as the writing is at least one page, and shows some thought, or helps make me aware of the bigger picture they may find
themselves in, they get the points. I always write back to them, trying to
offer encouragement or advice. Since many students don't seem to know what to write about, I have come up with a sheet that goes through several
options or choices - basically summing up what other students have written about, or things that I might be interested in hearing about. These ideas range from experiences working with others, goals for the semester, issues with the material, what skills are required in math that could be
transferred and used elsewhere, etc. I also encourage them to write a test
analysis, including how they prepared, what they will use again in terms of
approach, and how they might change their approach. Again, if they submit the analysis with corrections to the problems that they got wrong, they can receive 5 points. I accumulate all of these "extra" points, and give them the total as an extra homework grade. They also have the option of using this accumulated grade to replace a less than stunning homework grade. For example, if they got 10/25 on a homework, but amass 25/25 points from these "extras", they can delete the 10/25 from their semester grade computation and insert the 25/25. If all of their grades are decent, they can elect to just tack on this additional grade. Since I grade on a point basis (# of points received / # of points possible), each good grade they have in their string helps boost their overall grade. This has been successful in terms of hearing from some of those wall flowers. I am constantly amazed how much goes on in their lives that we are otherwise totally unaware of! Of course I do find I have to keep encouraging them to take advantage of this option throughout the semester - but I do end up hearing from quite a few of them.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Arthur M. Recesso" <amrecess@VALDOSTA.EDU>
I have found student communication to increase in volume and quality using a web-based online learning system. Students spend more time reviewing the materials and offer insightful reactions. The responses are at greater length and more in-depth than what I experience from the same students in class. My approach so far, has been to have students react to readings and in-class discussions using the online forum area. Next week we will have a 2 week online discussion after the students have visited a school to determine the effective uses of technology in the classroom. I begin by posting 3 threads of discussion, have the students react to those threads, and then various "guests" will be invited to the site to post new threads and react to students' comments and questions.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Darlene Patti <patti43@SNYCORVA.CORTLAND.EDU>
I would like to respond to the question, "How do you get your students to
communicate with you." I feel it is first important to get to know your
students and tell them about yourself as a teacher. The classroom should
be a free environment where the students are allowed to speak their
opinions and ideas. In order to build this type of classroom, lesson
plans should include hands-on activities, where students can explore and
discover new phenomenon on their own. The teacher should act as a model and ask questions which make the children think about abstract concepts.Using this means, students will be willing to raise their hands and
participate in class. They will discuss with the teacher what they think,
what observations they made, and how they came about a solution. It is
important for the teacher not to tell their students they are wrong
otherwise, they will be relutant to raise their hands.
Building a respectful relationship with students inside of the
classroom will improve the bond between the teacher and pupils outside
of the class. If a student needs to talk, the teacher could provide a
number where to be reached, but it is important not to push the child.
Each student has his or her own personality, some may want to talk to the
teacher and some others may want their privacy. Just treat them with
respect and they will treat you the same way.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Joe Slowinski <joeslow@INDIANA.EDU>
One method of facilitating student communication in
technologically rich environments is to use e-mail to generate rapport.
Yet, it must be consistent and develop a relationship with the student. I
always contact my students prior to the semester with an e-mail message
introducing myself and pointing them to the on-line syllabus. Furthermore,
as the semester progresses, I communicate with them frequently. More
over, I make it a habit of answering their e-mail messages immediately
when I login into my account. This quick response demonstrates to them
that I do care about them as students and want to help them learn the
material. Rapport can be easily facilitated through genuine actions of
the instructor and e-mail is one tool to assist this process outside of
the classroom. This can be accomplished with parents as well.
Regardless of the communication tool, rapport generation is
facilitated through availability and respect. Outside of the classroom
students remain in need of assistance. By making oneself available, an
instructor allows her/himself to be viewed as a caring teacher. One who
wants the best for the student. Clearly, respect in the classroom is
critical as well. Without respect for the student in the classroom,
communication outside the classroom will cease to exist.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"James F. Trumm" <sos@CAUFFIEL.COM>
When I taught Legal Studies courses, I usually reserved the first ten
minutes of class for discussion of non-course-related topics. I'd start out
in the semester by steering the conversation toward legal matters--sometimes things in the news, sometimes personal legal questions the students had. As the semester continued, I would encourage (and sometimes initiate) "off-topic" discussions, which ranged from movies to the quality of food in the cafeteria. What I hoped to convey was the idea that I was open to communication and approachable on matters both academic and personal.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++From: "Paula D. Carey" <pcarey@utica.ucsu.edu>
To: aednet@fcae.acast.nova.edu
I use multiple methods to encourage communication. Some of the things I
use are centered around 'informal' writing, such as journals (I provide
a list of questions for students to respond to but they are free to
write whatever they want), minute papers (5 - 10 minute writings in
class; sometimes I preface these writing sessions with a question such
as: What did you learn today? or What other questions do you have that
were not addressed in class today?). This year I am going to use
'learning journals' such as those described by Stephen Brookfield
(1995) in his book, "Becoming a Critically Reflective Teacher." I
highly recommend this text for anyone looking for ways to establish
better communications with students in their classes.
I also use small group discussions and 'class meetings' to facilitate
communication. Overall, I find that I get more from students when they
do it in writing on when I talk with them on a one-to-one basis.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ CGodbois@AOL.COM
During the first and second weeks of the semester I walk around the room
while they are working on problems and speak to each student individually.Students seem more comfortable asking questions after that.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Poese, Debra" <dpoese@mc.cc.md.us>
It is a simple thing, but I make a very conscious effort to know my students names by the second week if at all possible. I bring the roster to class and struggle to remember their names as they ask questions, so they know I really WANT to know who they are. When they see I mean to be personal with them, it helps them be personal with me. (I have a colleague who has his students wear nametags...I haven't gone that far yet.)
I also try to put opportunities to write on quizzes and tests, like "the
most fun thing about this unit was.." or "the most interesting thing I
learned this week was.."
I concur that giving out your email address can be a very effective way to
encourage communication. Students who won't stop by or call will sometimes email, and a few email exchanges often gives them the courage to stop by eventually.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Stephanie Nickerson <sn26@is9.nyu.edu>
In the first session of my courses, after basic introduction of the course
and of each other and some climate setting, I usually hand out a sheet that
asks students, among other things, their goals, experience in the
discipline, and "anything else you would like to tell me that will help me
help you with your learning." They fill them out in class, and they often
tell me about fears, wishes, concerns, etc. And we go from there.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"S. VILLAS" <svillas@NMSU.Edu>
About the third week, at the end of class, I ask students to write me a
note telling me "how things are going." I ask them to tell me about the
first three weeks of the semester - anything they want me to know.
Usually, I read and respond to this first letter. Then I will do it again
several times during the semester. After the first letter, I will respond
verbally to comments I need to address. Over the years, this has been an
eye-opener for me. Often the students will tell you details they would
never speak about. One of the comments I always get is "Thank you for
asking."
The first time I did this, one of my students told me she was pregnant
and scared. We talked and I took her to the counselors who helped her in
physical as well as emotional ways.
Obviously, this is not always communication about mathematics, but as I
walk around the room before class, I find the students more willing to
talk with me about mathematics problems because they are aware that I am concerned. It also gives me insight into student personalities that helps
me in my class presentation, in classroom questioning, and in group work.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Mary Louise Stradtman <mlstrad@bgnet.bgsu.edu>
Hi, on the 1st day of class, I ask students to call the switchboard or my
extension to report an absence, because I care! I assure them that they
need not give any explanation of why they are absent, but if they want to
tell me, that's fine. I find that in a short time, they do tell me [if
it's a legitimate excuse] and often they tell me a lot more than I really
want to know about their personal life.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
mdpease@eg-ardennet.com (Mike & Dyan Pease) imsacpbl-l@imsa.edu
STUDENTS IN MY CLASS WRITE IN A LEARNING LOG 4 DAYS A WEEK. THEY ARE ASSIGNED TO SPEND 10-15 MIN. EACH EVENING WRITING ABOUT WHAT THEY'RE LEARNING, WHAT THEY THINK AND FEEL ABOUT WHAT THEY'RE DOING, AND SO ON.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Robert McIntosh <McIntosR@nwrel.org>
"'math-teach@forum.swarthmore.edu'"
Thanks for sharing that remarkable letter from your student. I think she
speaks for so many of our students. What struck me about the letter was
that despite all her bad experiences with math, intervention from a few good teachers could have a powerful impact.
I had students do autobiographies in my classes as well. But having
students keep an ongoing math journal where they recorded insights and
"ahas" they got from problems, talked about their struggles with math, and
posed questions... this was the most powerful tool for me for gaining
insight into their thinking.
There's no doubt it requires extra time to read them, but what you learn
about your students more than makes up for the time.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Robert Thorson <rthorson@flash.net>
I try to communicate with my students by calling on each student at
least once while I am presenting new material or going over review
material. What irks me is the girl who is writing a letter while I am
presenting a new material and who then say she doesn't get it!
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Karen soutar <ksout@aims.edu>
I am still alive and thank all of you for your communication. Recently, I've been on the receiving end and not the sending. I think that's important to let students in classes know too. I constantly attempt to communicate in as many ways as possible with students as many of you have described--journaling, emailing, sharing one on one and in groups. In addition, students communicate with each other and me through art, music, drama in English, reading, and study skills classes. One such example was an art exhibit by a Navajo artist who was on campus. He shared his work, students read about him, viewed his art, wrote about it, and created their own art. Sharing process is extremely important; sharing common experiences either through reading or doing is also beneficial. I think these can enhance caring, openness, and avenues of access to communication.
Writing about their own names, which I discovered at a HM workshop has been an excellent ice breaker. Another one I use is a scavenger hunt to find people who have had different experiences in their lives, such as "speak a foreign language", "born in a foreign country", "like Chinese food", "play a musical instrument", etc. One student I had was just happy that I could spell his name. I was the first person in his life of nineteen years who focused on doing this simple task. I was totally amazed that no other teacher or adult, unfortunately, had never done so.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
metzkel <metzkel@together.net>
I require my students to send 3 emails / semseter. These are to be
reflections on the course, etc...plus I have one class write a learning
autobiography. Interesting stuff.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Ronald A Ward <ronaward@cc.wwu.edu> <amte@csd.uwm.edu>
The first day of each class, I distribute 5 by 8 cards which are
folded--hamburger style. The students write a name in large print on the
outside, so I can quickly learn their names and can call on them correctly
until I do so.
But, on the inside, they respond to several questions* which I ask that
first day. I can then reply to their responses if I wish when I hand
out the cards again. I can also ask additional questions as the quarter
progresses. And, if something comes up during the quarter that pertains
solely to a particular student, I can also use the card as a means of
communicating in writing, if I wish.
*These questions may differ from class to class. For example, I may want
to know what type of teaching position they are aiming for--middle grades, gifted & talented, special ed, etc. I can use such information when
selecting some tasks later in the course. Or, I may want to know what
math courses they took in high school.
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Dwyoho@aol.com aednet@fcae.acast.nova.edu
I find the more I share about myself, the more learners share with me. One activity I love to use involved selecting a number of items from around my office and my home that tell something about me. A photograph, books I am reading, my Rotary membership card, items from my purse. I set up a display of these items at our first meeting. Then I ask the group to pretend they are detectives investigating a missing person, and to work together to draw conclusions about the person (me) based on the "clues" before them. When they are finished, they check out their deductions with me, and I confirm or deny what they've decided. The ice breaks, We all giggle and their initial curiousity about the instructor is satisfied. Next I make points about deductive reasoning and drawing conclusions, and into to the lesson we go, beginning with thinking skills. It never fails. Often on the break learners come to me with stories and questions about themselves that the exercise has stimulated.
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RoadLady@aol.com Kathleen Grim
To: aednet@fcae.acast.nova.edu
I agree that student involvement is increased with an expectation that they must contribute some written assessment. As a computer training consultant, I recently completed an 18 month cycle of two-week training sessions for child support staff in the state of Pennsylvania. On the first day of class I had all students write anonymous answers to questions such as; how do you feel about being told you must attend this class; what do you expect to learn and how will it effect your job, what type of training style do you prefer and how best do you learn. Some answers were brief, some wrote pages. During the two weeks, I reminded students of the comments on their opening day exercise just to keep them talking.
On the last day of class, the replies were shared with the group. This often
prompted an explosion of conversation, debate and argument. Usually the class could identify the author from the comments made during the class. Itprovided great opportunity for the students to think about their learning
experience, in particular, what they brought to the class that was either an
enforcement or a barrier. It also gave the trainers tremendous insight into
the relationship between training style and class participation.
Turned out to be a great technique to encourage dialogue and the sharing of ideas. The downside was that the trainers often underestimated the time involved.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Barbara
M Stout <bstout+@pitt.edu>
Ted: I try to make email assignments to keep to lines of communication
open also. I notice that some students take to them and some do not. For
the one who don't I figure at least they get experience using email. As I
reflect back on my colleges years I don't think i would have opened up to
an instructor as an undergrad. I probably would have been in the group;
this is a stupid assignment! In my most recent educational experience many of my instructors were also counselors and they just had a knack of
giving assignments that were so reflective a student, me included opened
up. The one thing they did was to structure the classroom as a safe
environment. Now I always try to do the same. On the 1st day I give a
little pep speech about confidenciality and ask that what students share
in the class not be repeated outside the class. Obviously we can't enforce
that but I hope it makes them think about the damage that can be done with repeating and mocking other students comments.
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Nancy Sattler <nsattler@TERRA.CC.OH.US>
I try to have students answer at least two or three questions during each class period. The "what do you do next?" question works very well for me. I use the card idea also -- that way students never know who will be =
called on next -- and it keeps me from calling on any particular student =
too much.
I believe that having the students get to know one another (and the =
teacher) the first day of class is a really good idea. I have been =
facilitating at Great Teacher Seminars for the last six years. During =
this time, teachers from all disciplines have shared what they do in the =
classroom to make students at ease the first day of class and also =
demonstrate what is called "tricks of the trade" -- something that =
lasts a minute or so to get the point across. An example might be =
something as simple as using a rubix cube to talk about the relationship =
between square feet and square yards, cubic feet and cubic yards. As we =
are sharing here on these lists, maybe we could share some of these =
types of ideas.
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Rob Kimball <rlkimbal@WTCC-GW.WAKE.TEC.NC.US>
Communication is important and the ideas that have been
shared are very good. Here are a couple of more that
are not original with me...
- --a minute paper works well at the end of class. Questions
like "Was there anything in this class that you didn't
completely understand?"
"What did you like best in this lesson?"
- --a weekly journal adds a lot. We have the student write
about the class, how much time they spent on HW,
how their other classes are going ...
- --this one came from a physics professor:
each student has a set of 3x5 cards with one letter on
each one, an A,B,C,D or E. At the end of class the
instructor puts a multiple choice question on the
overhead. On his prompt the student hold up their answer
using the 3/5 card. The instructor can evaluate their
responses immediately and pursue their answers with
individually directed questions.
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John Gann <john@mail.fm>
I've been reading with great interest on everyone's experience in these
matters. I'm eager to try them in my class. I wonder if they'll work in a
culture where communication in the classroom is discouraged from 1st grade on? This goes beyond normal reluctance to express oneself, it's almost taboo to vocalize in the classroom.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Marietta Del Favero <marietta.delfavero@VANDERBILT.EDU>
I TA'd in an organizational theory class where the students were
encouraged to communicate with us via 3X5 index cards each class period.
This method was used not as a substitute for face-to-face discussions,
email, or phone calls, but as an added way to participate in the class,
generate class dialogue, and offer suggestions to the instructors.
The students were issued a blank card at the beginning of each class
period and were asked to put their name and phone number on it along
with any comments, questions, or suggestions they felt were pertinent to
the day's activities. While it took some students a few weeks to trust
that their feedback would be ungraded and that it was indeed their
participation and input that we were seeking, most of the students used
the cards faithfully each week in ways which contributed mightily to our
understanding of their learning (or lack thereof), and also what we
could do in the class to better engage them as individual learners.
When students expressed confusion on their card about any topic under
discussion, they were given a phone call from either the professor or
the TA within a day or so after the class to clarify the material. At
the beginning of each class period, we took a few minutes to read
several particularly insightful comments, or recurring confusions
expressed as a way of using the comment cards to engage the larger group
in dialogue.
All cards were to be submitted at the end of the period (we used them to
keep attendance as well) and while the name and phone number were
mandatory, a comment was not. However it was rare that students left
their cards blank. When a student did return a card without a comment
twice in a row, we did take additional steps to engage the student or
otherwise understand why he/she may be reluctant to share thoughts on
the classroom experience or material with us.
We found this way of encouraging communication useful, particularly for
students who were less inclined to speak up in class as it gave them a
way to be more active participants. Students seemed to really like the
feedback by card system -- many would fill both sides of the card
routinely.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Phil Gordon <Pgordon@mcphu.edu
imsacpbl-l@imsa.edu
For the group as a whole, I use a continuous improvement approach conducting surveys and focus groups periodically during the year.
Inside the small groups I have them evaluate each session.
Communication is never a problem, if you really embraced creating the needto know and student-centered learning.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Michele Micetich <micetich@imsa.edu> imsacpbl-l@imsa.edu
Bernie Hollister and I use reflective thinking logs and a list
dialogue to continuously dialogue with o ur students and move them to
metacognitive and epistemic levels. Some of that is in Bernie's web
material. I think that is at http://www.imsa.edu/~bernie/ (I hope I
have that correct!) The old issues of the Problem Log that I have up on our website at CPBL also speak about communicating with students via the logs. www.imsa.edu is the site....from that homepage for the Center for PBL link and you'll find the Problem Log archives. We can discuss how that has
worked for us at length. Anybody else out there?
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Betsy Keller <elkeller@erols.com> STLHE-L@hermes.csd.unb.ca
To encourage my students to communicate with me I do the
following: (I'm teaching Intro to Women's Studies)
1. Use a mid-course eval that's anonymous and electronic (they go
to it through the class web site)
2. Tell them in person and on the course web site that their
feedback about the course and the instructional methods is very
welcome.
3. Ask them at the beginning of the semester to give me an ID page
(I have a class of 50) with a picture of themselves and info about
their interests and background, to help me learn their names and
know more about them.
4. Write individual email messages to them about various things,
from expressing concern if they've been absent a lot or
underperforming in some way, to discussing things they said about
their interests on their ID pages.
5. Have a class email listserv, where they're communicating more
with me as well as with each other.
5. Run the class more as a discussion class than as a lecture.
6. Smile at them a lot.
7. Do my best to communicate with them gently and respectfully, as
a group and individually, so that they are more likely to feel
comfortable communicating with me.
8. Give them my home number. (They rarely use it)
9. Invite them to call me by my first name, although as I get
older this starts to feel more problematic.
That's all I can think of at the moment. In a class this large,
it's not as easy to get students to communicate with me, but I'm
always working on encouraging more communication.
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George M Jacobs <gmjacobs@pacific.net.sg> cl@jaring.my
In many of the courses I do, both for teachers and for students of English,
I use journals both as a way to get feedback on the way the course is
taught and as a way to communicate about course content. Some of my
experiences using journals in an English class are in an article I wrote:
Jacobs, G.M. (1987). First experiences with peer feedback on compositions:
student and teacher reaction. System, 15, 325-333.
Below are the guidelines for journals I give out on the first day of a
course for teachers on CL.
LOOSE GUIDELINES FOR DOING JOURNAL ENTRIES FOR THIS COURSE
1. The purpose of the journal is to provide a forum for you to develop and dialogue on your ideas about CL. As one teacher put it, "I think journal
writing is a useful means of reflecting on things that have been done or
topics/issues that have been discussed. I had it during my training in the
NIE (National Institute of Education, where most Singapore teachers get
their pre-service education) and found it useful for me. It allows and
pushes me to reflect on my teaching methods in a systematic and concrete
manner, which I would otherwise not spend much time on because of the
workload. Thanks!"
2. Thus, any topic related to CL or group activities is fine. For example,
you can talk about how you use group activities or CL. I'm particularly
interested to read about your experiences regarding the ideas presented in
the course. For example, if you have tried any of the techniques discussed
in class - either before or during the course - please tell us how they
went. Also, comments, suggestions, or complaints about the course are welcome.
3. You can send your journal by email or you can hand in a hard copy,
either typed or handwritten. Please put your name, school, and the day your course meets (e.g., Wednesday) in your entry. I prefer you not send
attached files, but if you do, be sure to give the file a unique name, e.g.
Rizal-Journal2.
4. I will read your entries and respond to them, so please leave room for feedback. This can be done by writing on every other line, leaving big
margins, leaving space at the end, or a combination thereof. If you send by
computer this will not be necessary, as I can insert my feedback in other
ways.
5. Write a minimum of 125 words. This will allow you opportunity to develop and explain your ideas.
6. Don't worry about grammar, spelling, punctuation, or other issues of
form. I'm only interested in your ideas.
7. It's okay to use pen instead of typing, but please be very sure to write legibly. To save trees, please use both sides of the page and recycled or reused paper. To make our writing faster, let's use some abbreviations: CL=cooperative learning, CS = collaborative skills, Grp = group, IA =
individual accountability, PI = positive interdependence, Ss = students, T
= teacher. Any others?
8. It's fine to ask a question related to a problem in your teaching. When you do, please also explain your ideas about how to deal with the problem. Also, if I write a question in your journal entry, please consider
responding in your next entry.
9. I may take a part of your journal entry to use in a journal entry which I write and distribute to the class. If I do so, I will not use your name or other things which would identify you.
10. Journals are one of my favorite parts of the course. I hope you enjoy
them also, and that you will be encouraged to use journals with your
students, if you don't already. Also, I'd be honoured if you would continue
sending me journal entries on CL after the course ends.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Walter Burlage <burlagew@mail.lakecity.cc.fl.us>
Lake City Community College
1. Smile a lot. Smile because you are happy to:
- be a math instructor.
- be having a math class today.
- see your students.
- hear from your students.
- hear about your student's concerns
and problems.
Smiling for any or all of the above reasons will make you seem more approachable by your students. They will tend to approach you more often and be more communicative.
2. Write to students.
- Try to point out whatever they do correctly on your exams. Doing this
usually encourages students to write more on their future exams.
- Try to write an encouraging comment or word (much better!, very good!, excellent!, wonderful!, keep up the good work!,...etc.) on their tests whenever they show improvement.
- Try to encourage students to do better by telling them that you personally believe that they can do better.
3. Give your poorest performers extra credit for seeking help outside of class. I give extra credit for time spent in our math lab, time spent with tutors, etc. to students whose average is below 65%. It encourages them to stay in class and to communicate more.
4. Use the following technique for class discussions:
1 - Ask an open ended questions in class.
2 - List all responses on the board.
3 - Allow students to vote on which response they think is the best.
4 - Tell them which response is correct and ask students who voted for that response to explain why.
This is an easy, fun and non threatening way to involve just about everybody in a discussion.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Elizabeth Lee <elee7@ix.netcom.com> Baton Rouge Community College
As a composition teacher, I have learned much from my students by giving
them opportunities to express their feelings and to evaluate their own
accomplishment at the beginning of the course and their progress before
tests, after tests, and at every institutional designated point of
evaluation, especially at the end of the course. I maintain a limited
but running dialogue with each through learning logs. I use what I learn
from them to plan, deliver, and evaluate my own contributions to the
learning of the students.
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