91¶ÌÊÓƵ

Pedagogical Approaches

• Do not post assignments/test grades before a weekend begins. Ideally, grades should be posted such that students can speak with you (the instructor) soon. This practice can help the instructor put the student’s grade in perspective.
• Use a strengths-based approach that emphasizes the positive aspects of student effort and achievement, as well as human strengths. Make the effort to highlight what students are doing right. Help students identify and capitalize on their strengths.

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Classroom Culture/Climate

• Share stories of your failures and comebacks. 
• Commend students for asking questions about course material or assignments.
• Share how you (the instructor) relax/unwind with hobbies, friends, etc…
• Ask students for their help (e.g., help with computers, understanding new social media, etc). Help students realize that they know valuable information that you don’t.
• Clearly define instructor and learner roles/expectations. Example:
  • Instructor role. I strive to provide an organized environment with clear challenging expectations. I want to facilitate opportunities for you to express your opinions. I will provide access to resources you need to succeed in the course. I will provide timely useful feedback, typically within 1 week after the assignment due date, but longer written assignments may take up to 10 working days. I try to respond to all student communication within 24 - 48 hours. I may not respond after 6:00 pm on weekdays or on weekends.
  • Learner role. I expect you to adhere to all aspects of the 91¶ÌÊÓƵ Student Code. Be responsible for your learning. Be prepared. Identify knowledge and skills that you want to learn, and those that are challenging for you to learn. Be proactive in communicating questions and needs. Work hard and be persistent. Plan and use your time effectively. Learn to use Canvas effectively (notification settings, discussions, assignment submission and feedback, quizzes, etc). Keep track of the points you’ve earned towards your grade. If you are uncertain of assignment requirements, be responsible for seeking clarification before submitting the assignment.
• Invite/use humor effectively 
  • Have a sense of humor about your own mistakes. 
  • Use humor (funny story or anecdote) before introducing a challenging concept. This can relax students and help with the uptake of more abstract concepts. 
• Maximize student choice/control/autonomy.  
• Attend to nonverbal communication, for yourself and for the students. 
  • Be sure to smile occasionally.
  • Attend to student facial expressions. Notice if they look puzzled and ask what they are thinking.     
• Provide opportunities for students to share their failures and comebacks with each other, like solutions/tips that helped them through a research assignment. Hearing that other students are struggling and finding ways to work through a challenge helps them know they are not alone and also helps build social connections between students.
• Build capacity. 
• Consider not grading on a curve. Explain how this can create a non-competitive culture in the classroom.
  • Provide opportunities for students to set individual goals and track their own progress.
  • Provide resources to help students build skills they may not be prepared with.  
  • Create a Google document where students who have just completed an assignment can leave tips for next semester’s students.
• Encourage transparency.  
  • Be transparent with students. Tell them what to expect. Follow through. 
  • Provide opportunities for students to provide formative course evaluation feedback such as after taking an exam or at midterms. Debrief the feedback, explain the rationale, admit failures and make changes where appropriate.  
• Provide opportunities for students to disclose concerns or things they might be anxious about. This can open doors for individual support or referrals. Example:
  • Last question on a syllabus quiz asks “Is there anything you would like me to know about you and how I can best support you this semester?” Responses may allow you to address barriers, help them select a different course, clarify expectations, and/or build confidence about their potential to succeed in your course.
• Helpful guidelines and information for faculty to work with students requiring accommodations, adjustments or modifications.