Teaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.

1. Week 10: 08.09.2021
https://networkingcoffee.club/

2. Two Word Check In:
Using 1-2 words, how do you
feel right now?
(write your answers in chat & share your two
words aloud)

3. «It is not our differences that divide us. It is our inability to recognize,
accept and celebrate those differences.»
– Audre Lorde

4. § to recognize, understand, and
critique current social inequalities
§ to give access for students to
maintain cultural integrity, while
succeeding academically
§ to embrace the cultural capital
students bring into the classroom

5. Activity 1: Assessing Technology Comfort Level
o E.g., Tell me about your background using technology in learning environment.
Activity 2: Student Introductions on Discussion Board (in groups)
o E.g., Do you prefer to work in a small group or large groups or solo?
Activity 3: We are Superheros!
o It’s time to be a Superhero! If you were a Superhero, who would you be?
Activity 4: Student and/or Team presentations: Sharing Practices
o Students share with others their recorded presentation & receive constructive
feedback
Activity 5: Session Facilitation & Co-Design the Course
o Students are responsible for preparing questions and/or any other materials they
feel are necessary to facilitate a quality class discussion.
Woodley et al. (2017)

7. § Input: Teacher well-being
§ Development Circle Workbook: Individual
reflection (Review Week 9) – Feedback from
participants – Planning Week 10

8. (Demerouti et al. 2001)
Job demands = physical, social, or
organisational aspects of the job that
require sustained psychical or mental effort
and are therefore associated with certain
physiological and psychological costs (e.g.,
high work pressure, irregular working
hours).
Job resources = physical, psychological,
social or organisational aspects of a job
that may (a) function to achieve work
goals; (b) reduce job demands and their
associated physiological and psychological
costs; and (c) stimulate personal growth
and development (e.g., job security,
supervisor support, autonomy).
Burnout
Well-being

9. § Job demands: e.g., time pressure, work pressure, recognition inadequacy,
organisational practices, financial inadequacy, home/work balance, new
technologies
§ Job resources (as buffers):
- organisational resources (favourable working conditions, salary, job security,
career opportunities, role clarity, potential for promotion, participation in
decision making)
- social resources (support from supervisor, colleagues, family and peers,
appreciation)
- task-related resources (task identity, task significance, performance
feedback, skill variety, autonomy)
Han et al., 2020

10. § Identification of job demands and its influence on university teachers’
well-being (e.g., questionnaire, interview, group discussion)
§ Identification and promotion of the potential and actual job resources at
schools (workshops, teaching resources, peer support for teaching,
effective faculty development programmes)
§ Individual-level job (re)design: Teachers and school management (or
occupational health professionals, coaches, etc.) discuss the
possibilities for adjusting the work environment to the needs and
abilities of individual teachers and facilitate the fit between person and
organization
(Bakker et al., 2007; Han et al., 2020)

12. §Reconnect to your purpose & keep focused on your goals
§Adopt a growth mindset (in your teaching)
§Discourage perfectionism
§Focus on kindness and gratitude
§Create clear boundaries between home and work
§Establish good sleeping habits
§Think of proactive ways to manage the stress in your life
§Build new connections and relationships

13. §Review Week 9 & Circle Feedback:
- What were your wins these weeks?
- What are your current challeges?
- What are one or two improvements you could
make?

14. §Planning Week 10:
- What is your main goal for this week?
- Why is it important to you?
- Major activities?
- Can you help others in any way?

15. § Development Circle Workbook: Fill out the pages Review Week 10,
Planning Week 11 (2 pages).
§ Reading Session 11 (Teacher Resilience): Gu, Q., & Day, C. (2013).
Challenges to Teacher Resilience Conditions Count. British Educational
Research Journal, 39, 22–44.

16. § Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job
resources boost work engagement, particularly when job demands are high. Journal
of educational psychology, 99(2), 274–284.
§ Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). “The Job
Demands-Resources Model of Burnout.”. Journal of Applied Psychology 86(3), 499–
512.
§ Han, J., Yin, H., Wang, J., & Bai, Y. (2020). Challenge job demands and job resources
to university teacher well-being: The mediation of teacher efficacy. Studies in Higher
Education, 45(8), 1771–1785.
§ Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference:
Best practices in culturally responsive teaching online. TechTrends, 61(5), 470–478.

18. § Profit from a pre-launch offer and join the NCC until 13.09.2021:
à Premium life long membership for 59€/year instead of
131€/year!
à Code: DECI21
à Contact us! Write Annika: annika@networkingcoffee.club
https://networkingcoffee.club/

19. On the scale from 1 to 7, how
did you like the session?
(write your answers in chat)