2. Online classroom strategies - Part 1 of 2
In this session we will share tips on
how to manage online classroom
behaviours
Manage learner expectations
Instruction giving
Participation acknowledgement
4. Before the session
Encourage learners to log in early
Resolve ICT issues before a planned
online lesson
Detail what resources learners will
need to participate – a Skype-
friendly headset, internet access,
course notes etc..
Ask learners to find a quiet area
for participating in the session if
possible
5. Establishing expectation
Clearly articulate and demonstrate
the boundaries of pro-social
behaviour
Is it safe?
Is it respectful?
Is it fair?
Is it legal?
Consider running a session on
brainstorming rule for participation
and conduct in your class with your
learners.
6. Keep the rules short,
simple & positive
Keep the rules short and simple.
For example:
Log in regularly.
Arrive for chat sessions prepared.
Know your way around the online
course.
Stay on task according to the
lesson plan.
Show respect for yourself, others
and the e-environment.
7. Model the rules
Simply greeting students, using
their names and encouraging all
students to participate reinforces
expectations that everyone will be
valued and treated with respect in
your class.
9. Give effective instruction
Provide a mixture of verbal and
written instructions that are
consistent in their message.
Check with your learners the intent
of the instruction has been
understood.
Focus on the immediate task.
Be available after the session for
personal learner support
discussions.
10. Phrase the instruction
as a direction
Always assume the activity will be
completed.
Set a time limit.
Close the activity so the learner
knows you will be moving on to the
next item.
11. Use ‘Thanks’
Use ‘Thanks’ rather than ‘Please’
to raise the expectation the
instruction will be carried out.
12. White noise
While an online session can be fast
paced, allow time for your
instructions to be processed by
your learners by pausing in your
speech.
13. Ensure the instruction
stands out
Break up complex tasks.
Use the layouts feature in Adobe
Connect to transition from one
step in the activity to the next.
Provide written instructions via a
handout using the File share pod.
14. Use encouragement
Consider linking instructions with a
positive encourager – “Don’t forget
our online chat session tomorrow, I
am looking forward to reading your
thoughts on the topic”
15. Develop a sense of
inclusivity
Be inclusive in your wording.
Keep the stage in Adobe Connect
simple and use the layouts feature
to move through activities rather
than clutter the screen with
numerous pods.
Use a variety of activities so that
all learners can participate.
16. Resolve troubles early
Use session reports to identify
technical issues or lack of
engagement
Listen to the tone of the learner to
identify if they are having trouble
with the activity
If the activity isn’t working out as
you planned, move on
17. Reflective practice
Watch your online session
recordings to check your technique
in giving instructions.
Discuss techniques with other
online teachers and facilitators.
Prepare a script before your
session and use this as a guide.
19. Parallel acknowledgement
Acknowledge on-task behaviour as
this cues other learners to match
the behaviour. “Thanks Peter for
leading this activity on the
whiteboard”
Acknowledge personal strengths
“Dan, your comments show a sound
level of understanding, well done”
Add an element of fun “Rob, you
answered so fast!” Use a free
timer app for drama
20. Use the attendee
status regularly
Hands-up for the microphone
Do you Agree? Give a tick
Give Rob/Paul/Jan a round of
virtual applause
21. Lurkers welcome
Everyone will have a personal
communication strength – written,
verbal, audio, or that special stage
presence on video. Understand
your learners and give opportunity
to contribute in a variety of
methods.
22. Non-verbal redirection
Private messaging
Q&A responses
Follow up email “I noticed you
didn’t participate very much today
– can I help you?”
23. Online classroom strategies - Part 1 of 2
recap
In this session we shared tips on
how to manage online classroom
behaviours
Manage learner expectations
Instruction giving
Participation acknowledgement
24. Online classroom strategies
- Part 2 of 2
In the next session we will share
tips on how to manage online
classroom behaviours
Managing disruptive behaviour
Non-progression
Debriefing
Developed by Tracie Regan Consulting, 2018; images MS Office graphics; content copyright all rights reserved not for distribution.
Image created in Canva by Tracie Regan, 2018
Detailed instructions prior to the session will help students organise what they are required to do, and they are then able to begin the task in a prepared manner. During a webinar it is also important to tell learners in advance what they are expected to do in an activity. Give them time to process your instruction as well.
Why is establishing expectations an effective management skill?
It is important to have clear boundaries for social behaviour so that everyone is clear about what is, and is not, regarded as responsible and safe when participating in your online course. Students expect and want boundaries of behaviour set. Some rules are non-negotiable, such as expected participation, no cyber bullying, knowing when assessments are due, and how their submissions will be accepted online. It is important that teachers and students are clear on what these rules are, what the consequences are for breaking them, and the procedures for applying them. Apart from the non-negotiable rules, teachers need to establish clear expectations so that students can learn in a productive, harmonious environment. As the facilitator, you need to define the rules for your group together with the members of the group.
Discuss and question students about their expectations of themselves, the teacher and one another
Once the rules have been agreed, place it on your Welcome screen as a reminder for learners when they join the session.
Rules will have more impact if they describe what learner CAN do.
Being online provides a certain anonymity, and some people behave differently than in a face to face setting, so many need a gentle reminder from time to time.
In the online environment you can send a private message to welcome a newcomer, phone your students regularly to provide voice contact, and encourage a sense of virtual community through group activities. Remind them of past successful group activities to build a sense of community.
Adding a notes pod with written instruction may help to clarify your verbal instruction for some learners. An affective facilitator keeps the students focussed on their learning task - avoid being too technical, using jargon that the student may be unfamiliar with or providing distracting activities. Be more detailed in your instructions for activities that everyone should complete. You can ‘park’ questions from students using the Q&A pod for answering after the session for those learners looking for extra development and personal attention without disrupting the class.
Time is of the essence in an online classroom. Long periods of silence can be the catalyst for distraction for your learners and break their engagement focus. Don’t ask “Can you answer the poll questions?” instead say “You have 3 minutes to answer these poll questions and we will look at the responses together”
Using ‘thanks’ turns the instruction into a given. Try it out for yourself. While giving your instruction in a firm precise manner, be careful about how this is interpreted by your diverse learners. Sometimes a soft tone will still get your message across without sounding abrupt.
Some learners can be overwhelmed with audio feedback or more than one person speaking at a time. Set a protocol for requesting use of the microphone and monitor this to ensure everyone has a voice. Plan for some brief breaks in conversation to let the mind catch up. Long instructions should be supported in text via the notes pod in Adobe Connect.
Some activities may need to be supplemented with written instructions prior to the session being held so that learners have an opportunity to clarify areas with you beforehand.
Also consider providing a welcoming statement when your learners enter their online session.
Remember to check the Adobe Connect session reports regularly for participation and engagement. This will help you to identify those that are having troubles early on and reduce the risk of a minor problem turning into a major one.
Parallel acknowledging can be done while everyone is online at the same time, or left as messages for the group members to read and be encouraged by, when they next log in.
An example could be “Thanks everyone for staying on task, it is great to see such positive results with this activity. If you are having any trouble, just give me a call.”
You will need to choose words that sound genuine for your situation and suit your students.
AVOID negativity by saying:
“Dan, why haven’t you answered the poll when everyone else has?”
“I see it’s always the same people not doing the task.”
“You’re the only one not doing what you’re supposed to.”
Try not to single people out, but encourage them to participate.
Using the attendee status options regularly promotes a positive tone in the classroom. Between 70-90% of our communication is affected by body language messages, and may be even higher with some cultural groups. This means that online communication seems stripped of humanity. You need to add that back in. Checking in regularly with your learners ensure they understand your message and are on-task.
While in the chat room, or using other communication tools, be sure to comment on students’ continued presence, even if they have not interacted. Sometimes lurkers can provide a very positive contribution after the chat by summarising the content, or offering points for discussion in the forum. Allow for those that do not feel comfortable offering immediate feedback to contribute in other ways.
In the online environment you will often use non-verbal redirections:
Send a quick email or private chat message commenting on the amount of time they spent on a particular task, this will signal to the student you can tell what they are doing and may be enough to renew their focus.