Get Your Students Hired
Communication is essentially online human touch (BETTS). Students knowing that their instructor is approachable and professional is the key to good therapeutic communication. Having an arsenal of template emails for different purposes is good too.
Sometimes students have approached me with requests I found ridiculous. One student argued that, since they already had an A for the course, they should be exempt for the final exam. I think in these cases there is no need to be tentative. Students need to observe appropriate boundaries.
I always believe in doing discovery and not approaching students roughly or with accusations and this module helped validate that. It gave specific techniques and examples to utilize and I think we can make small tweaks to our communication as an organization to perhaps have increased retention.
Excellent example below! I loved learning about descriptive immediacy!
Jane:
"This class is horrible! No matter what I do, points are always taken away. I really don’t want to FAIL!! How do I drop this class before I fail?”
You:
Hi Jane (acknowledge presence). Thanks for reaching out to me for help (interactive statement). It sounds like (tentative stem) this class has been frustrating (acknowledge implicit emotion), and I get the sense (tentative stem) that you’re feeling somewhat anxious about continuing (acknowledge implicit emotion). Is that right (check-out)? Jane, (acknowledge presence) considering your outlook, I can see how you think it may be a challenge to pass the class (acknowledge thought, positive language). Let’s schedule an appointment to discuss this over the phone so that I understand your situation more fully (acknowledge concern). Together, we will find the best solution [smiling optimistically] (descriptive immediacy).”
I am a huge fan of virtual meetings because it allows students the opportunity to ask questions and creates a sense of community.
I have learned that many of my social emotional instincts in written communication actually have academic names and are proven effective to relate to student.
Because of the lack of social cues and body language, replacing negative words with positive words can be crucial; in addition, acknowledging the student's concern by checking in and checking out is just as important in online communication.
Interactuar con los estudiantes en linea debe ser igual de activa que la interacción presencial, es complicado porque considero que un vínculo se cuida en presencia; no obstante, podemos encontrar herramientas que permitan cuidar este mismo vínculo como una retroalimentación efectiva, foros de debate y consulta constantes, etc.
I want to use techniques learnt in this module, such as use of positive language instead of punitive language, use tentative stems and checkout, use the model ARCS: attention, relevance, confidence, satisfaction, and acknowledge presence, emotion, though and concern.
The Online Communication Strategies is a shining jewel of a course. It reminded me how affective interaction should never be ignored or taken for granted with my daily written communication exchanges with my students. "Treat each students as I would like to be treated" continues to be my motto. This course reinforces my motto.
It was interesting to learn more of of intermediate and advanced writing practices. Most of them that require more personal interactions are out of my element as those weren't considered "professional" ways to communicate. I would be more interested in incorporating the ARCs model.
I have realized that responding to a student's concern in an empathic manner and follow on the feelings and concerns of student, makes a great difference in how open they are to encouragement and correction when needed.
I definitely wished some of my instructors in college had done this training! The importance of validation and acknowledgment cannot be overstated. I'm thankful to have these important reminders, especially when much of our communication is done through writing/email/online feedback.
I found that communication online is best FaceTime or video log. Students are able to interact but with a little more responsibility. As stated in the previous module we don't want too much anonymity. Calling on students by name is effective from teacher to student and should be no different from peer-to-peer.
I feel it is so important with the students to acknowledge their feelings and emotions and I think at times that can be a struggle. This is especially difficult when I feel the student could be achieving so much more!
The power of the written word can be more relational when using positive language (so word choices) to get that humanistic or affective component with feelings within the message. This invites a sense of belonging among the group, establishing better rapport, trust and overall more motivating to learn so would help to improve retention rates as well.
The ARCS model is a tool that will help me tremendously over the next 6-months. Even the ARCS-based email template will be used to help my staff construct more effective emails.
Personalize the message. Validate the concerns and emotions of the student. Talk at length later if you cannot talk at the time the student is anxious.