Communicating With Students Discussion

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1. Imagine a student comes to you in strong disagreement with their first assignment grade. They feel that you have graded unfairly and are upset. How can you effectively communicate with this student and use the opportunity to build a stronger relationship for the remainder of the course?

: Reply #1 due 1-9 by 9pm AZ time

It’s a discussion most teachers or instructors would prefer not to have. The learner is troubled with regards to a grade on a paper, test, or for the actual course. It’s additionally a discussion most students would prefer not to have. According to Dillion (2017), “Understanding, appreciating, and trying to take advantage of your different views will help you move forward” (p.5). As an instructor, continuously be aware in your correspondence, and have a go at starting the gathering with a positive assertion. The learner is in all likelihood anticipating antagonism and by being positive you might have the option to incapacitate the learner into letting down his or her negative safeguard. Likewise, utilize straightforward and direct language. The learner is bound to be responsive on the off chance that you utilize basic jargon and brief sentences. Check the tone of the correspondence and check for lucidity and culmination of your message. Welcome your learners to pose inquiries about your message assuming they don’t get it. You need your messages to be proficient and warm that your learners know that you invite their inquiries.

References

Dillon, K. (2017). Managing Conflict Constructively. Rotman Management, 52–57.

Reply 2 due by 9pm AZ 1-10

Dr. Williams and Class,

I have never encountered this situation as an instructor. I am a corporate trainer and my “assignments” for my trainees are not graded in the traditional sense. I have, however, disagreed with one of my instructors about a grade. I believe that he handled it perfectly and if I were ever in this situation, I would handle it the same way. It is important that I do not take the student’s criticisms as a personal attack (Dillon, 2017). I would schedule time to “meet” with the student so that they could “plead their case”. Instructors are human, too and an error in the grading could have been made. Was there a miscommunication or misunderstanding with the instructions for the assignment? Or was it a lack of instructions or lack of clarity in the expectations of the assignment? Whatever the issue, it is important to identify and resolve it quickly and to the satisfaction of both the student and the instructor (Waldeck, 2016).

To help build a stronger relationship with the student going forward, I would stress the importance of two-way communication. I would advise the student to read the assignment and the rubric. If they have further questions, they should contact me, and we can talk about it.

The most important thing is to convey to the student that you are here to help them learn and succeed.

Kate Hofmann

References

Dillon, K. (2017). Managing Conflict Constructively. Rotman Management, 52–57

Waldeck, J. (2016, May 9). Untangling the Web of Student-Teacher Communication.

Retrieved from https://www.facultyfocus.com

2. Describe one strategy you could use to build community in your higher education classroom at the beginning of the semester to increase engagement and communication between students. How can you continue to build community throughout the semester?

Reply 3 due by 9pm tomorrow 1-12

Building community is really important! At first glance you would think that it would not be that big of a deal in a classroom. One might think that everyone there wants to get a good grade so they will be engaged. However, this is not the case. If students do not feel comfortable, most are not as likely to be engaged. So building community is vital for the student‘s learning, as well as just class flow. I always felt better in a class where students were engaged and asking questions and participating.

In terms of how to build community at the beginning of a semester, one strategy is to create icebreakers, this alleviates some stress and helps everyone get to know each other (Garrity, 2020). This is not enough to keep the community, however, you need to keep stressing the community of the classroom throughout the semester. One way to do this is to keep doing small group work throughout the semester, which helps the classroom mesh and really form a sense of community (Garrity, 2020).

References

Garrity, S. (n.d.). Inside higher ed. Building community in community college classrooms (opinion). Retrieved January 11, 2022, from https://www.insidehighered.com/advice/2020/01/07/b…

3. Explain how you would resolve conflict if you were a faculty member who fundamentally disagreed with the direction your college or department wanted to take in developing curriculum for a course.

Reply 1 due 1-15 9pm Az time

If I were a faculty member who fundamentally disagreed with the direction my department college wanted to develop a curriculum for a course would be challenging. Conflicts will happen when people interact and work together due to different personalities. However, conflicts can be resolved by having one-on-one conversations or group meetings. My strategy to resolving the conflict would be sharing objectives and my thoughts with people. People need to know what is going on in detail to suggest ideas and advice. According to Patel (2018), leaders must share plans and directions and discuss how changes affect finances and job positions.

Discussion and communication can resolve the conflict through conversation. If the situation escalates and is not resolved, I would need to implement a strategy such as being direct to resolve and move forward and onto a more constructive path. Resolving the issue is not about winning, instead of focusing on the most constructive path out of the conflict. When conflict happens, it is essential to remain calm and direct and put conflict management skills into action.

Patel, V. (2018, March 9). Want to Revamp Your Curriculum? Here’s How to Avoid a Quagmire. Chronicle of Higher Education, 65(26), 48.

Reply 2 due 1-16 by 9pm Az time

All employees should go ahead and express their perspectives and discussion issues, ever aware of the proper method for doing as such. It is basic for division seats and senior members to empower the utilization of sound peace making abilities through displaying, instructing, and empowering staff in the utilization of suitable and expert practices. Berryman-Fink (1998) outlined five strategies many institutions use in managing conflict. Those strategies include Informal facilitation, Negotiation, Mediation, Ombudsman Program, and Grievance.

Informal facilitation can assist a staff with needing to further develop connections at work. It can likewise assist with staffing individuals to discuss of resolve any business-related issue. Negotiations distinguishes the issues of a contention, instruct each other with regards to their necessities and interests, concoct conceivable settlement choices and deal over terms of a last understanding. Mediation is a compromise interaction in which an impartial middle person helps the gatherings through useful conversation and arrangement of their issues to arrive at a commonly okay goal. An authoritative ombudsman gives private, casual, autonomous, and fair help to people through question goal and critical thinking techniques, for example, struggle instructing, intervention, assistance, and transport tact. Grievance technique allows workers an opportunity to challenge the executives’ choices, voice their viewpoints and concerns and gives an amazing chance to determine struggle rapidly, reasonably, and viably through peace making. It can likewise assist with cultivating trust, since having a composed complaint strategy urges workers to raise worries unafraid of counter.

Reference

Berryman-Fink, C. (1998). Can We Agree to Disagree? Faculty-Faculty Conflict. In Holton, S.A. (Ed.), Mending the Cracks in the Ivory Tower: Strategies for Conflict Management in Higher Education (pp. 141-163). Bolton, MA: Anker Publishing Company, Inc.

4. Briefly describe backward design. What are the benefits of using this method when designing curriculum? Are there any drawbacks to using this method?

Reply 3 due 1-18 by 9pm AZ time

According to Stephen Covey (2018), “backwards design is when we begin with the end in mind” (p22). Stephen Covey spoke about it in the book, “Seven Habits of Highly Effective People.” It means to realize where you’re going so you better get where you are presently so the means you take are generally in the correct course. In reverse plan starts with the destinations of a unit or course, what learners are generally anticipated to learn and have the option to do, and afterward continues “in reverse” to make illustrations that accomplish those ideal objectives. In most government funded schools, the instructive objectives of a course or unit will be a given state’s learning guidelines, brief, composed depictions of what learners are generally anticipated to know and have the option to do at a particular phase of their schooling.

The fundamental reasoning persuading in reverse plan is that beginning with the ultimate objective, rather than a beginning with the main example sequentially conveyed during a unit or course, assists educators with planning a succession of illustrations, issues, projects, introductions, tasks, and appraisals that outcome in understudies accomplishing the scholarly objectives of a course or unit that is realizing what they were generally anticipated to learn.

Reference

Mackh, B. M. (2018). Higher education by design. Taylor and Francis.

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