Ideas

Idea #6: Developing Relationships and Trust

"It turns out that trust is in fact earned in the smallest of moments. It is earned not through heroic deeds, or even highly visible actions, but through paying attention, listening, and gestures of genuine care and connection." ―Brené Brown

Learning Intentions

The ability and desire for a student to engage and take risks to grow through your course is directly related to their relationships with and trust in each other and their instructor. This investment will be useful when any one of you needs grace in challenging times, during difficult conversation topics, or when the content pushes your comfort zone.

Benefits

More likely to create a safe learning environment for discussions.
Better able to facilitate conversations about difficult topics.
New ideas can be fielded and discussed, and collaboratively improved.
More positive outlook and support structure for group projects.
Better participation, engagement, and motivation.

Strategies

Pre-class Outreach: Send an email or announcement before class to let students know your excitement for working with them and offering a chance to connect with you.
Pay Attention: Learn names/pronouns, gather important student information, share small things, "recent celebrations," listen and respond to their needs and ideas, and incorporate feedback when possible.
Set the Stage:

Community Guidelines/Norm Setting: Work together to form expectations for class discussions and behaviors. Share in course site and revisit occasionally.
Study Partners: Students exchange contact information with each other.
Icebreakers: Using warm-up strategies to gradually increase comfort with speaking up in class, practice academic interactions, and make connections.
Forum Introductions: Use LMS discussions for more elaborate "getting to know you" posts; consider short video introductions or the incorporation of photos (pets, places, etc.).

Mid-point Evaluations: Performed online or in-class, focus on three main inputs: 1) What helps you learn? 2) What hinders your learning? and 3) What do you suggest?
Group projects: Ensure group work is highly structured, including milestones, clear roles and tasks, peer review, reflection, and, if needed, allows an option to be pulled from a group for alternative independent work; meet with groups for progress reports.
Clarity in Grading: Let students know what to expect in terms of grading criteria, how long it takes you, what kind of feedback to expect (and what you expect them to do with it), and how much value you place on each component toward final grade.
Model Reflection: Follow up each week with an announcement about how you think the class is going, including what could be improved and things that have impressed you.

Resources