Prof. Reyes and Advisers with LEARN

Prof. Reyes and Advisers with LEARN

Prof. Reyes and Advisers with LEARN

Building a stronger culture of sharing and compassion

Our most recent research at Lehigh University found that context is often the determining factor when evaluating learner outcomes. If you are trying to implement social benefits in your classroom, you need to know how and when these benefits will be taught. The language you use can have a huge impact on how your learners learn. Think about the language you have used in order to teach science. How about language you have used in other domains in your curriculum?

Teachers often give very short, rather vague “hands-on” responses to questions about how they use the classroom. Do they get data to look at? Make weekly observations? Have students take evaluations? Or does the principal hold the call on this? Many teachers do not consider teachers’ evaluative response as a way to keep the classroom dynamic and learning involving, as well as as an opportunity to build a plan of engagement. You want your learners to see you as one of them, as a leader who can empower them to work collaboratively as part of a team.

New research by Lehigh University, Ohio State University, and the University of Denver (directed by Nilda Reyes at Lehigh University) shows that if you are involved in the classroom, positive feedback from your teacher can influence whether a learner gets feedback. Prof. Francisco Socorro, the chief academic officer of the doctoral program at Ohio State, was quoted as saying: “We found the type of evaluation that is offered matters when assessing student learning as they move from the classroom into post-secondary courses.” (1) These results indicate that if you create a learning environment in your classroom that is genuinely engaging, the learner is likely to follow.

Learning creates a community. No one person can do it alone. No matter what your goal or motivation is, it is probably best to create a supportive and supportive environment in your classroom. To create learning community, intentionally engage as many of your learners as possible into meaningful learning experiences.

Choosing a Teaching Language Can Make All the Difference

To create a learning community, your learners will need a few things:

A quiet place to focus

Responsible feedback that provides credible and relevant information.

Responsible feedback that provides credible and relevant information. A common language to learn.

If you are creating this type of learning community, consider all of the above and follow the leadership that best suits you.

Leverage Social Media

Study your students’ presence on social media, especially their engagement with teachers. If you have a whole class and you see few teachers participating, that’s probably a sign of less engagement. This can suggest that teacher leadership and knowledge need to be made available in an active manner.

Use Class Communication

When you choose the language to communicate with your learners, consider the hierarchy of voice and responses. If you are using the teacher voice and students have a lot of personal, conversational voice, you may miss some opportunities to be effective. Let your learners know that you’ll be checking in and offering feedback on progress, such as demonstrating some current course content.

When you check in, you will more likely be signaling to learners that you care and that you are still in the same room. You will be able to monitor how your learners engage. You can also encourage your learners to initiate discussion, through adopting the same open-ended, engaging tone.

4 Ways to Help Your Learners Make Connections with Teachers

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