Distance education classroom management
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This document discusses challenges in distance education classrooms such as communication issues, lack of accountability, and student participation. It notes that controversy will inevitably arise in online classes due to misinterpretations of written messages. The instructor's role is to address conflicts quickly, set clear expectations for students, and ensure students follow those expectations. Factors that impact students' self-efficacy like understanding objectives, technology skills, and confidence can be reduced by helping students feel successful and creating a sense of community where they support each other's learning.
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This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
Communication Competencies
Effective communication is essential for teachers. Communication allows for teaching and learning to take place. Teachers must analyze situations and use the appropriate communication method. Creating a supportive classroom where students feel encouraged and treated fairly allows them to focus on learning. Providing feedback and presenting material in multiple ways helps all students learn. Building relationships through interpersonal communication at the start of the year also positively impacts the learning environment. While teacher and student expectations often align, clarifying expectations reduces misunderstandings. Strong listening skills further strengthen classroom communication.
Guided Response Respond to a minimum of two classmates’ posts.
Guided Response:
Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ?
I will attach my work so you can see what I share and differ with my Two peers.
Lezlie Porter
How each teacher models what you read and learned about formative assessments?
Mr. Mook used his formative assessments by asking questions and having students respond on the standard. By giving students incorrect answers, and having them figure out where the problem went wrong, is assessing whether students can figure out the strategies he has taught them. The exit tickets in second video are used as an assessment in deciding if students have comprehended the objective of the lesson.
Both teachers make a conscious effort to work with and engage their students throughout the learning process. Both teachers have created a safe learning atmosphere. The students are engaged and feel free to voice their opinions and do not fear answering incorrectly. They are working through problems together. The teachers are interested in how the students are finding their answers rather than right or wrong answers.
Our reading states of formative assessment “It consists of ongoing strategies such as questions, quizzes, and observation of student performances and products. It is designed to provide frequent and timely feedback aimed directly at improving teaching and learning” (Lefrancois, G.R. 2013. Ch. 1 Par. 8). Both teachers show their creativity by hands on activities, as well as the exit ticket method. Being creative and observing their students, will prove beneficial for summative assessment.
What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?
Each teacher made it a point to observe and come back to items their students needed a little extra help with. By framing it as someone other than his students made an error, gave the students power and safety in reworking the problem backwards and finding the error. By having an exit ticket strategy, the teacher knows where students are struggling and may need extra help. This is transpiring along the way in order to prepare for the final summative assessment.
Both teachers are hands on, and provide instant feedback to their students. The importance of formative assessment as provided by LeFrancois, is “Formative assessment is an integral part of the teaching–learning process rather than something that occurs only before or after instruction” (2012. Ch. 1 Par. 15).
How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback?
Feedback from both teachers was within a couple days, and very positive. By providing students a safe environment, they are able to work together or alone in a manner that is non-threatening. The students know their teachers are more interested ...
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- 1. Distance Education Classroom Management Shawn McFadden University Of Phoenix September 30, 2016 Garth Beermen
- 2. Common Distance Learning Controversy Facilitator Communication Written Misunderstanding Lack of Accountability Student Participation Team Assignments
- 3. Opportunities of Controversy In distance learning it is certain that there will be controversy From controversy there is opportunity and growth Posted messages in distance learning are often misinterpreted in a text based environment
- 4. How Controversy is Addressed It is the job of an distance learning instructor to address conflict A distance learning instructor needs to set expectations and be able to anticipate controversy Remind students of expectations and be sure students abide by them Address interpersonal conflict. If this is not done quickly it can delay the learning process.
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- 7. Factors that affect a student Self- Efficacy Students new to online learning are often intimidated Facilitators need provide task and objectives clearly and help build a positive learning environment. Facilitator should help reduce a student stress and anxiety. A facilitator should build a rapport with their students.
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