Teaching Essentials: Respect for Students
The relationship between students and their teachers is built upon mutual trust and respect. This guide includes strategies that will help faculty understand their students’ backgrounds and academic preparation. It also includes strategies for developing a course with an appropriate workload and level of difficulty. It can also help faculty develop activities and assignments that will build students’ self-efficacy and encourage students to seek assistance.
Respect for Students
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Get to Know Students
Students who feel “seen” by their instructors are more likely to be engaged in the class. Some common ways to do this are to learn student names and details about them.
One way to learn about your students is to have an introductory activity or, if online, create an Introductions discussion topic where students start with some information about themselves (e.g., something unique, 2 truths and a lie, bucket list items) and then share their goals for the course or the degree. Sharing goals helps everyone pivot their focus to the course and creates unity with their shared objectives.
To help you better connect with each student and demonstrate that you care about them as an individual, you might make a student chart that helps you keep track of each student’s preferred name and some basic facts about each student. You can use this as a “cheat sheet” to help you create more meaningful interactions with your students using this information.
Related Resources:
Charting Student Information
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Immediacy Behaviors
Some kinds of instructor behaviors are subtle but can influence students’ positive opinions of both the instructor and the content. You may wish to try to incorporate (more of) these indicators of “immediacy,” such as eye contact with students, movement around the room, vocal variety, open gestures and posture, humor, and giving personalized examples. Before class, consider chatting with students about their dayor other non-class topics.
For online: Some kinds of instructor behaviors are subtle but can influence students’ positive opinions of both the instructor and the content. You may wish to try to incorporate (more of) these indicators of “immediacy,” such as personalized and positive interactions during discussions, fairly quick responsiveness to emails, vocal variety in videos, humor in communications, giving personalized examples, and using emoticons and punctuation to indicate varied expression in written communications.
Related Resources:
Lang, J. M. (2021). Small Teaching: Everyday Lessons from the Science of Learning, 2nd Edition. Wiley.
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Individual Check-ins
Students can feel more valued when they receive an individual communication from their professors. In-person or online, consider checkingin with each student individually once or twice during the semester. If you do this by e-mail, you can create an email template, and then personalize the greeting and perhaps one or two sentences or phrases.
Related Resources:
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Warm Syllabus Tone
Consider ways you might “warm up” the syllabus: The syllabus is often the first official document students see about the class. A friendlier, warmer tone inclines students to perceive the instructor as more approachable and motivated to teach the course. For example, use first-and second-person language (“you” and “me”) rather than third-person language (“the student” and “the instructor”).
Related Resources:
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Instructor Presence
Students feel more connected to instructors who appear to be present in a course. Deliberate efforts to be explicitly “present” may be particularly important in an online class, when students aren’t able to regularly see you in a classroom setting. Some key ways to achieve this, which you may wish to consider, include participating in discussions with students, sharing in the introductions exercises, giving personalized feedback, and sending out regular communications to the class by email or announcements.
Related Resources:
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Discover Students' Course Expectations
When we learn about our students and their expectations for our course, we can have a better understanding of where they are coming from and how to shape their expectations.This alignment, in turn, may create a more positive learning environment and improve your relationship with students. Early in the semester, consider assessing students’ course expectations. Follow-up responses to their input may include small activities that shape their valuation of your course and its content.
Related Resource:
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Set Students' Expectations
Students sometimes have incorrect assumptions about the amount ofchallenge an assignment might pose. Set too high or too low, they may then become frustrated when surprised by the amount of effort required or, alternatively, maybe reluctant to begin due to perceptions that the effort required is too great. One way to help students have appropriate expectations for an activity is to provide an “anchor,” or description of about how much time and effort an assignment or project will require. If the activity is particularly challenging, it is also useful to let students know that you have plentyof supports in place (such as instructions, checklists, and your availability for consultation), so that they also know that the activity is doable, and their efforts will pay off.
Related Resources:
Why work to help students build positive Identities?
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Pique Curiosity
Two atoms are walking down the street.
Doesn't this get your attention? Don't you want to hear more? Curiosity is the spur to our flanks, the itch to our scratch.
In education, the traditional tendency is to answer the questions before they've even been asked. We impart information without first provoking that sense of curiosity that will make learners lean in and pay attention to the answer.
You can evoke curiosity in your students using two major methods:
- Create an awareness of a gap in knowledge (Heath & Heath, 2007, 2010b).
- Craft a "story" around your content (Heath & Heath, 2007; Willingham, 2009).
... The rest of the joke: One atom says to the other, "Hey! I just lost an electron!" The other atom asks, "Are you sure?" The first atom replied, "Yes, I'm positive."
Transparency and Structure
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Provide Exemplars of Varying Quality
Sometimes students have a hard time understanding the differences between good-quality and poor-quality work. Consider providing examples of good and poor submissions of a type of assignment. You may be able to look to past semester submissions for useful examplesand non-examples (remove all student identifiers!) If you have concerns about students copying the good examples as their own, is there a way to make them obviously fictitious and ridiculous (content-wise) but still demonstrate correct structure?
Related Resources:
Should I Provide Assignment Examples?
See #8 in this link: Provide Examples:How to Be a Better Online Teacher
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Provide Grading Standards
Students can meet expectations better when they are given very clear guidance about what is valued and assessed in their work. For some (or all!) of your assignments, consider creating and providinga clear rubric, checklist, or set of specifications–and ensure students are given them as the assignment is introduced. Encourage them to check their submission against this rubric prior to turning it in.
Related Resources:
Self-Assessment Through Rubrics
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Explain Assignments’ Purpose
Research reveals that when students understand the purpose of an assignment, they are more attentive to completing it well and succeeding. It could therefore be useful that, as each assignment is introduced (and on its explanation document), you begin by clearly stating the purpose of the assignment: Why are students doing it? What learning goals does it help them to meet?
If on D2L: This can be accomplished with a very short introductory video or a top-of-document/webpage explanation in the instructions.
Related Resources:
See also: TILT HigherEd
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Give Clear Instructions
Assignments can be better approached by students if they feel confident in understanding the instructions and don’t feel overwhelmed by them. You might wish to review your instructions to students and see if there are places where you can use plain(er) language, explain ambiguous points, or further break down a complex requirement into smaller steps.
Related Resources:
TILT Higher Ed Examples and Resources
Deborah Bosley, “Demand to Understand: How Plain Language Makes Life Simpler”A Guide to Giving Clear Instructions to Students (That They Will Actually Follow)
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Assess Understanding
If your students are consistently turning in work that misses some significant instructions, be sure to revisit and highlight the key instructions that are available to students. It may also be helpful to ask students to summarize the instructions (you cando this in a dropbox text item,a survey in D2L, or during in-class small-group activities) or take a short quiz on key instructions–this could even be a group quiz during class. These activities do not have to be done for a grade; you could either do these during class time or restrict access to the actual assignment (or its dropbox) until understanding is demonstrated. This approach may also help you see where your instructions might be unclear.
Related Resources:
This approach is similar to constructing a Syllabus Quiz. See this article for more: Sample Syllabus Quiz Questions
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Provide a Checklist
For larger projects, providing students with a guide that breaks the project down into smaller tasks could be a helpful way to keep them from feeling overwhelmed. If they are not already given one, consider giving students a checklist of the smaller steps to be completed during this large project. Offering them this support can lead to a greater sense of feasibility for the project, which in turn increases students'sense that they can be successful.
Related Resources:
Inclusive Engagement
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Mastery Language in the Syllabus
Students may be more motivated in a class if the purpose of what is learned is clear and the emphasis in class is on learning rather than performance (the grade). A good place to show students this is your focus is in the syllabus, which can be reframed asthe “learning syllabus.” Throughout the syllabus, use warm and welcoming language, focused on the learning in your class, to make the syllabus more engaging, relevant, and inclusive.
Related Resources:
O'Brien, J., Millis, B., & Cohen, M. (2008). The Course Syllabus : A Learning-Centered Approach. San Francisco: Jossey-Bass. Book available in CTE’s library at Sherrod Library.
More about Mastery Orientation
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Low-Stakes Chances to Succeed
Motivation depends a lot on whether students feel confident they can do what is required of them. Tohelp increase this sense of competence, consider offering your students early, low-stakes ways of demonstrating their success in the course. For example, earlier tests may be for fewer points or may address a small segment of information to ensure successful demonstration of knowledge. Alternatively, students could complete smalleractivities with clear instructions for part of their early grade, or could complete drafts for feedback before submitting for a final grade.
Related Resources:
Student Goal Orientation, Motivation, and Learning
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Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is a way to design your instruction so that learning activities fit students’ strengths as learners, making your class accessible for as many students as possible. When students feel they have the option to complete an assignment in a way that fits their abilities, they are more likely to be motivated to complete it. The UDL Guidelines (in the link provided) offer suggestions for ways students can diversify their learning and demonstration of what they have learned. Consider exploring and implementing some of these options to help increase students’ sense of competence during the semester.
Related Resources:
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Give Choices and/or Control
Many motivation theories emphasize the important role of autonomy (or a sense of control) in increasing motivation. One key way you can assist with students feeling more autonomous in your course could be to offer them some choices or control during the semester. You can still set parameters around these choices to ensure they are appropriate. Ideas for increasing a sense of control can include: creating a student-informed syllabus, adapting the class based on mid-term surveys. Choices in a class can include choosing group members, choosing topic or modality (e.g., paper, video, podcast episode, etc.) for a project or summative assessment, or choosing from a menu of learning activities.You can also allow students to propose their own activity.
Related Resources:
Beating the Mid-Semester Slump: Increasing Motivation through Student Autonomy
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Adapt for Adult Learners
Learners in our classes are technically adults, and the research indicates that there may be particular approaches that reach this population. You may wish to consider some of the following as ways to increase engagement among your learners, as they are relevant for adults: Explaining the relevance of the assignments, demonstrating real-world and immediate applications, active and collaborative learning opportunities, and drawing on life experiences as part of the learning process.
Related Resources:
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
Creating Motivating Learning Environments (Wlodkowski, 2004)
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Increase Valuation of Activity
When students can see the value in a learning activity, they may better appreciate it and be motivated to engage with it. Consider asking students to either project about the value of an assignment prior to starting it (e.g., in small groups, have students discuss what the 2 most valuable gains from the assignment will be) or reflect about the value of the assignment was when it is completed. This retroactive valuation may help students better remember key skills or knowledge from the activity and perhaps prompt motivation for future learning activities. Retroactive questions that address the task’s value to students can be framed to evaluate their transformational learning, e.g., “How has what you’ve learned changed your values, beliefs, attitudes, or behaviors?”
Further, students can see the value of an assignment when others who use the information can speak to the usefulness of that information. For example, having professionals come to speak about how they use the information to be learned in your class or a particular assignment can be a powerful signal to students that the information is valuable, which can increase their engagement and learning in the task or class.
Related Resources:
Using Reflection Writing to Deepen Student Learning
How to Increase Utility Value of Your Class Expectancy-Value-Cost Model of Motivation
Student Diversity
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Accessibility
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Adult Learners
Adult Learning Principles (Andragogy and Beyond)
1. Adult learners possess an extensive and valuable amount of life experience, and bring that to the learning situation.
2. Adult learners have a need to make meaningful connections of what they are learning.
3. Choice is an essential component for adult learners.
4. Adult learners need to know why they should learn something.
5. Adult learners need to apply what they learn to life/family/work.
6. Motivation to learn tends to move toward more intrinsic than extrinsic motivation.
(Inspired by Malcolm Knowles, Ralph Brockett, Jack Mezirow, Peter Jarvis, Knud Illeris)Adult Learning Principles (Andragogy and Beyond)(pdf)
Adult Learning Scenarios (pdf)
Dr. Frye's Presentation slides
6 Tips for Teaching Based on Principles of Adult Learning Theory
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English Language Learners
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First Generation College Students
These resources are designed to help ETSU faculty learn more about the strengths of first generation college students, the rewards of working with this unique population, and the challenges that may accompany working with students whose families have limited experience with university life and culture.
The CTE hosted a workshop on teaching first generation college students in April 2018. Dr. Michelle Hurley and Meagan Stark presented seven principles for helping first-generation college students succeed.
1. Encouraging contact between student and faculty
2. Encouraging cooperation among students
3. Encouraging active learning
4. Providing prompt feedback
5. Emphasizing time on task
6. Communicating high expectations
7. Respecting diverse talents and ways of learningSee the workshop slides for more details.
ETSU Trio Student Support Services
Other helpful resources:
Culturally Responsive (Sustaining) Teaching of 1st Generation College Student by Benikia Kressler
Promoting Instructional Success for First-Generation Students (from UC Davis)
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LGBTQ+ Resources
Safe Zone Project Curriculum and Resources
Gendered Course Design
Supporting Transgender Students in the Classroom
Applying the Seven Learning Principles to Creating LGBT-Inclusive Classrooms
Teaching Beyond the Gender Binary in the University Classroom
Gender-Inclusive Language
The Teaching Transgender Toolkit Glossary
Inclusive Language in Four Easy Steps
Academic Style Guides on the Singular Pronoun 'They'
Addressing Gender Bias
Gender bias in textbooks: A hidden obstacle on the road to gender equality in education