The Most Important Quality of an Online Teacher

April 28, 2020 / Oskar Cymerman

I recently came across Excellent Online Teaching: Effective Strategies For A Successful Semester Online - a short book written by Aaron Johnson that inspired me to write this post and improve my online teaching.

To be honest I was not looking for help with online teaching. I thought I was doing well. I still think I am but after reading the book I see that my limited experience with online teaching has led to me overlooking some things and not emphasizing other important aspects of online instruction. I realized there’s no getting around the fact that while I’ve been doing blended learning for about 4 years now I’m still pretty fresh to this distance learning thing.

The author of the book has been doing it for fifteen years. First as an online high school teacher and now as the technical advisor and faculty developer at the Denver Seminary helping instructors create better online classes and become better online teachers. I suppose this is a pretty vague job description…

What appealed to me in Excellent Online Teaching was the apparent lack of flashy digital activity how tos. Instead of calls and rationales for the use of cutting edge edtech, Johnson focuses on building structures that lead to successful online experiences for teachers and their students.

He starts his book with the recognition that with the transition to online instruction teachers lose the framework they are used to and are now tasked with building a new one. The most important parts of this new framework are connection, communication, demonstrating compassion (or empathy), and developing the discipline of prompt feedback. Moreover, the author claims that developing a routine that allows one to consistently perform all parts of this online teaching framework is what separates excellent online teachers from the “just okay” ones.

And so, this essay is an honest examination of my online teaching so far - the successes, the shortcomings, and the work I must still do to get better at it. I hope you find some of my insights helpful in walking your own online teaching journey.

Compassion or Empathy?

I really believe the author said “compassion” but was going for “empathy” on this one. In the book, he admits to developing a very negative perception of his students because he failed to try to understand who they were and where they were coming from. He expected them to fit into his schedule and understand and adapt his procedures right away. He also failed to accept that students will reach out with (often the same and previously answered) questions for a variety of reasons and at various times throughout the day.

Class Lists

Over time Johnson discovered that printing out class lists with student pictures and contact information was a great first step to getting to know his students. Doing so might seem unnecessary at first glance as the rosters are always available in the learning management system the school uses. However, having well-organized hard copies of his or her classes gives the teacher quick access to phone numbers and emails making communication more likely. It allows the teacher to quickly send “checking-in” emails that show students the instructor cares and help make the relationships more personal.

Check-in Emails

In his book, Johnson gives the template below and encourages teachers to copy/paste it and send to all of their students as often as their busy schedules will allow. Just don’t be that guy/gal who forgets to change the name :o) - (he also encourages the use of emoticons such as this one).

“Brian, I just wanted to check in with you and see how your semester is going. I’d also like to know if there is anything I can do to make your learning experience a better one. Glad to have you in class this semester.”

I must admit that I have not printed my rosters (I will pronto) and did not think about regular check in emails. I realize they are time-consuming but well worth it because they build solid relationships with students which will undoubtedly make them feel welcome and motivate them to learn. Another benefit of keeping hard copies of class lists is the ease with which the instructor can make a note regarding a student’s needs, modifications, or life situation right next to his name and face.

Walking In Their Shoes

Another strategy that helps an online instructor build empathy for her students is to put herself in their shoes by clicking through all the links for each week and estimating the amount of time and mental effort someone who has no online learning experience and zero knowledge of the class content might put into not just completing, but also navigating the online environments she set up for them and understanding the topics and skills they are asked to master. Then, after she multiplies the above times the number of classes the student is taking and adds the feeling of uncertainty associated with the novelty of it all she begins to feel how overwhelmed and anxious they may be. All kids are different but undoubtedly some are plain freaking out.

Focusing On What’s Most Important

As a result of feedback on how overwhelming distance learning has been for many students I decided to stick to only one daily activity or assignment. I focus on one major topic per lesson (it might include a few subtopics), starting with a front-loading activity on day one that has formative feedback built in. The next day, students complete a relatively small (30 minutes or less) summative assignment that serves as the follow up to the learning activity. Some weeks contain two back-to-back formative activities while others might involve completing a three- to five-day graded project but, in general, I try to have 2 graded activities per week.

Here’s what my students will see during the week of May 11th (minus the arrows and descriptions I added for my readers):

Example Online Week in My Chemistry Class

It is important to note that for the learning (front-loading and formative) activities I choose online applications that are interactive - they allow me to create structures that promote processing of the content and make giving immediate feedback easy. Maximizing each activity in this way becomes important when one considers the amount of content we will never get to. And I just can’t let go of this belief that maybe focusing on fewer topics and investing time into diving deeper will lead to higher quality learning.

What’s Going On?

Excellent Online Teaching woke me up to the fact that no matter how clear my directions seem to me and how easy my structures appear, they will be confusing to some students and provoke anxiety in others. Johnson advises online teachers to assume our students “start each week lost, treading in a sea of links and documents” and it’s our job to “throw them a lifeline and get them oriented.” He suggests building a habit of sending out a weekly email to students every Monday morning to keep them afloat.

Following the author’s suggestion of getting students oriented each week but knowing that many high schoolers don’t check email regularly I added a “What’s Going On This Week?” discussion thread to the beginning of each week in my learning management system.

This is what my students will see in Schoology next week when they log into Chemistry. Being the one who set it up I could easily dismiss the image to the left as “easy to follow,” but considering the fact that every teacher does it differently I can imagine students have a lot of deciphering of what’s going on to do. I can help, it takes little effort and time, and pays off big.

Check out my first “What’s Going On This Week” discussion thread in principles of engineering.

The nice thing about a discussion is that students can ask and read each other’s questions as well as the answers I post. It’s likely students will ask questions that have already been answered in the thread. It’ll be important for me to not get annoyed or condescend but rather show empathy and answer with patience and compassion. After all, I do not know what other responsibilities and stresses they are dealing with at home and how much time they have to read every single thread post. All that matters is that they get their concerns addressed and that they are doing well.

Key Points

Being a better online teacher is not about the tech you use. Tools are important but people always come first.
Don’t just be empathetic. Demonstrate empathy by putting yourself in your students’ shoes every day and creating structures that help alleviate confusion and anxiety.
Print out class lists for easier communication.
Build a habit of writing regular quick check-in emails.
The start is the hardest part. Get your students going with a weekly “What’s Going On This Week?” communication (discussion, email, message etc.)

Resources

Excellent Online Teaching: Effective Strategies For A Successful Semester Online by Aaron Johnson

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Distance Learning: Helping Students Set Up a Daily Routine

March 31, 2020 / Oskar Cymerman

Helping Students Set Up a Daily Distance Learning Routine

This is my fifth post on Distance Learning. You can check out the other three by searching for “Distance Learning” in the search bar on the right. All posts are intended to help make the transition from traditional to completely-online learning easier. Please use the comment section at the bottom to share helpful ideas, tools, and techniques you use.

I wasn’t gonna do this…

But then this happened:

“The transition to isolation is weird. I think I’m finally getting the hang of things and having a routine, but it is hard having the motivation to do homework.”

— Student posting to a discussion board I set up for distance learning

She’s a really good student. It looks like she’s adjusting well. She’s figuring this distance learning thing out. But it got me thinking…

How many students are having a really hard time with this transition?

and,

What else can I do to help?

The first question is important to ask but the answer doesn’t really matter because one is enough. But of course there are many students at all levels who don’t have it figured out. Some don’t know how to begin. Yeah, they’re calling it coronacation, hiding their true feelings. Deep inside not panic but no picnic, they are stressing.

Their normal is going from class to class and following their teachers’ lead. In the new distance learning world of school, teachers can leave it up to parents to help kids with this transition and many parents will do well. I just think that in this case the teacher’s responsibility to “give students the right tools for the job” extends beyond the bricks and now-locked doors of schools.

We should help.

First, we can help with the transition by easing into distance learning.

Second, we can help our students set up a daily distance learning routine.

Below is what my lesson plan for this looks like. Click on the image if you’d like a copy. The rationale and descriptions follow.

Setting Up Your Distance Learning Routine Lesson Plan

Chronotypes

Michael J. Breus, or the “sleep doctor,” identifies four animals: Bear, Dolphin, Lion, and Wolf to separate individuals into four categories determined by how our biology and the time of day influences our focus and productivity. These categories are called chronotypes. According to Dr. Breus, identifying the chronotype helps a person identify the optimal time or times for his or her brain to focus and execute.

When writing my lesson plan, I summarized Dr. Breus’ findings in 328 words in a teen-friendly What Chronotype Are You? article (copy and use if you wish). This short reading activity will help students identify their chronotypes which will later help them set up routines that best fit their lifestyles and biology.

Optimal Time

When a student identifies her chronotype she begins to understand her internal clock. This allows her to strategically pick the optimal times for her to work on school assignments. The Daily Routine for Learning from Home activity I designed shows students examples of routines for different chronotypes. Here’s one:

Example Distance Learning Routine for the Lion Chronotype

The examples are followed by a blank Distance Learning Routine Table students can fill out based on their chronotypes. Notice that I included alternative schedules at the bottom and a third column for students to consider work habits that will support their productivity.

Supporting Habits

Having the routine written down is an important first step. Next comes the follow through - the actual doing of the routine. I am certain students can set up great routines and have smashing intentions on following them but if they do not plan for maintaining focus and avoiding distractions they will lose focus and get distracted.

Enter supporting habits. This might be the most important column in the table because it implores students to consider habits that will help them get stuff done.

If you teach or parent or anything really you know the smartphone is both the most sophisticated learning and access to everything weapon and one of mass distraction. We need to teach students (and remind ourselves at times) to plan for using it the right way at the right time. It’s okay to use the phone to check you social during the five-minute break but if you keeping doing it during a scheduled work session? Well… Shit just got put off… It’ll get done but it’ll be a minute…

Truthfully, I’m addicted to my phone and I’m 42. Teens are like something-teen which means even their will power is willfully contrary. But maybe, just maybe, if they choose the good habits themselves (we might suggest, but they must pick) they will follow through. That’s the hope at least.

Visual Directions for Creating a Distance Learning Routine

Flexibility

I like things being done a certain way. Don’t you? So do our students. Chances are all of us like things done a certain different from each other way. We like things done our way because they are convenient for us. But what’s convenient for us may be inconvenient for our students and the goal of education is not teacher convenience. It’s student learning and students learn best at different times of the day. Their life situation may require they learn during less kosher hours of the day. Distance learning is gifting us with the chance to let them. And does when they learn really matter if they do in fact learn?

Distance learning requires flexibility not rigidity. The sudden transition from traditional to online schooling created numerous inconveniences for teachers and students alike so its important to adjust in a way that invokes the least stress. This involves flexibility with due dates and adjusting how and when you grade summative work.

It’ll all work out for the best if we’re flexible. If a student chooses to get his school stuff done mid-day let’s let him. If another chooses to stay up and grind at night why can’t she? The only question that matters is: Is she learning?

Does it matter when?

Key Points

Chronotypes help in figuring out a person’s optimal time to be productive.
Routines mean jack if not supported with good work habits.
Rigidity wins battles, flexibility wins wars. Coronavirus? It’s a war.

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Easing Into Distance Learning - The First 2 Lessons

March 27, 2020 / Oskar Cymerman

Easing Into Distance Learning For Teachers

“Sometimes the most important thing in a whole day is the rest we take between two deep breaths.”

— Etty Hillesum

This is my fourth post on Distance Learning. You can check out the other three by searching for “Distance Learning” in the search bar on the right. All posts are intended to help make the transition from traditional to completely-online learning easier. Please use the comment section at the bottom to share helpful ideas, tools, and techniques you use.

Monday’s the day hundreds of thousands of Minnesota students are coming back to school. They’re not walking the sidewalks, riding their bikes, getting off buses, nor parking their cars in their usual lot spots. They’re coming and staying at a distance all at the same time - learning from a distance as their teachers teach through screens and empty buildings are replaced by busy minds but hopefully not lagging Internet connections. Starting is hard so start easy. Easy does it.

Easing Into It

At first, I was “just gonna dive into it” like the novel coronavirus-caused hiatus never happened. But then someone smarter helped me see the light.

The images of the first two lessons are below. Click on each hyperdoc image if you’d like to copy it into your Google drive and edit for your purposes.

The First Lesson

I decided to use day 1 as a chance to do three things.

First, I wanted to help my students and their parents better understand how learning from home will look like. The “How This Distance Learning Thing Will Work” document is a Google doc that contains a list of most important routines, things to know, and how school-home communication will happen.

Second, I wanted to show and practice “doing” attendance. For each day, I created (and will create for all future online learning days) a Schoology assignment that allows student submissions I call the “Daily Attendance Bell Ringer.” For clarity, I will be using the Day, Date, Name format. Thus the first one is named “Monday 3/30 Attendance Bell Ringer.” You can set up something similar in other LMS platforms such as Google Classroom, Blackboard, or Moodle.

Third, I wanted to reach out to and keep in touch with my students so I created a discussion for each class which allows me to see how everyone is doing and provides an additional way to communicate. The nice thing is that I get an email every time a student posts a question or a comment to the discussion so I can respond quickly.

The Second Lesson

Day 2 gives another chance to reinforce the attendance procedure and an introduction to the three online apps we’ll predominantly use: Flipgrid, Adobe Spark, and Piktochart. I also plan on using Pear Deck, EdPuzzle, and a few other tools but I think three hit the getting started sweet spot.

The rest can be introduced individually during content lessons. Chances are though that you’ve already used most of the tools you plan on using during distance learning in your classroom so they are not completely strange to your students. It is important to note however that first introducing and then scaffolding the totally new tools will lead to fewer hiccups and less frequent headaches. But sometimes you just gotta to rough it.

The Benefits of Starting Slow

Less stress for teachers and students as everyone is given additional time to get used to the new normal before the impending doom of summative work.
Teachers who teach 2 or more courses can use the same lesson plans for the first few days for each class.
Fewer “How do I…” or “Where can I…” questions and a smoother transition to distance learning as routines are established first.
Being a human being?

Key Points

Take at least 2 days to ease into high school distance learning and perhaps longer if students are younger.
Establish and practice procedures and routines and keep some constancy.
Do everything you can to reduce the stress and keep breathing normally.

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