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April Ragland
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Ryan, I think that the statement about things generally being confusing for people is a great one. I already use the "does anyone have any questions, is this making any sense" type of questions. I can see, however, that using something like your example is an easier way for someone to admit their confusion, without feeling like they are stupid for being confused. It's a softer way to offer them more clarification or information without expecting them to just throw themselves out there with "I don't understand". Thank you so much for the suggestion, and I look forward to trying… >>>
Discussion Comment
I agree as well. Plus, eye contact with them continues to engage them in the conversation. If they are starting to drift off in their thoughts, when you engage them with contact, it helps bring them back into the conversation. Teaching online, my best option for engaging is to actively ask them individually questions as I go along, or to ask them all a question and for those who don't respond, ask "what about you... so and so...". In the classroom though, making sure to touch in with each student with eye contact and trying to smile helps keep them… >>>
Discussion Comment
In my experience, the majority of students with learning disabilities do not take the responsibility of communicating their needs. It has been a very small minority that have been willing to reach out.
When the students don't reach out, what are some best practices for gleaning this information from them?
April Ragland
Discussion Comment
Part of my grades in classes are often tied into proper formatting, grammar and spelling. They lose points on some assignments based on these issues. According to this learning material, we should hold them ll accountable to the same requirements. Does anyone think this might be a barrier to the success of ELL?
I agree with making sure everyone is graded equally, but I sometimes worry because these students consistently lose points in that portion of the assignments grade.
What ideas do you implement to assist with this issue?
April Ragland
Discussion Comment
I'm sure everyone has had the experience of either being in a group, or instructing a group, where there is one person who just doesn't contribute.
In the past, I have often taken these students from each group and regrouped them together. After reading this material, they address not removing members.
How do you handle that student in the group that doesn't carry their weight? Do you think that the group alone should be address it and you should assist them in the methods of approach?
April Ragland
Discussion Comment
I find that eye contact not only engages the students, but it also allows you to get a lot of feedback on how the students are doing. You can see things such as: Do they look confused or confident Are they looking sleepy or like active participants Do they have questions they are afraid to ask? I teach in the online environment. That eye contact is missing. I lose the ability to connect directly with the students, and to see those unspoken queues the students provide. What do you think is a good alternative to address this particular issue? April… >>>
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