Principles of Teaching & Communication Skills Discussion Responses – Description
Reply to each post:
Post#1 – Elka
Response 1: Facilitated: This response by the faculty did not facilitate interaction. It got the student very defensive and argumentative. What it tried to do was hit the student with reality on the head. Had the student been open to listening, then it could have facilitated and opened up the situation for discussion- but at that moment, the student was too angry to hear any constructive criticism.
Hindered: This was not the right time to talk to the student about his shortcomings. The student was clearly agitated, and by reacting in an angry manner, the instructor escalated the situation. This is not to say that the instructor was not right about his assessment, but it just was not the right time to react this way.
Response 2: Facilitated: The instructor clearly listened to the student,he did not react emotionally, just very professionally. Told the student in a clear manner what the school ( not he personally) expected from this assignment.
Hindered: I feel that by not telling the student anything about his bad behavior, he did not do him any favors and enabled this kind of immature behavior. The student needs to know how to talk to an instructor.
Me: I would (hopefully) react in a professional way by leaving my emotions at the door. Once the student and I formed a connection, I would then empathetically talk to him about his attitude and teach him the right way to talk to instructors so he could become more productive. This will help him in the long run when he graduates and starts working in the real world.
Post#2- Francisco
During the first scenario, the instructor met the student with the same type of level and intensity and talked down to the student regarding their grade and how they completed their paper. The instructor automatically assumed that the student put everything last minute and was not willing to talk to the student in a calm manner. The professor let his emotions get in the way of him having a calm conversation with the student regarding the assignment. The instructor remained defensive throughout the entire conversation, and it hindered the quality of the interaction between the two. The instructor must remain calm and look for a solution to the situation instead of denying the student the chance to talk about the assignment in a professional manner (Hulburt et al., 2020). In the second scenario, the instructor let the student vent and took control of the situation and calmed the student down by not only listening to the student but deescalating the situation by reviewing the assignment with the student. In this scenario, the professor showed that he cared about the student and understood that the student did try on the assignment but did not meet the expectations of the assignment. The professor sitting down with the student to review the paper shows that the professor is willing to work with the student and teach the student what is needed for the assignment. This facilitated the quality of the interaction by showing the student that the professor is there to help the student in their learning.
Last term I handled a situation like this one in the video as the professor did in the first scenario. The class was unprofessional at times and the frustration of it got to me and was evident in some of my interactions with the class. As I have learned from the material from this course, I would now handle all the situations as the professor in the second scenario. I will not allow my emotions, or the emotions of the students, dictate how I will handle a challenging situation. I will be calm and collective and will make sure that I am open to the students and will try to calmly fix any issues that are going on and give positive and constructive feedback. I will review anything that needs to be reviewed with the student and try to help in any way that I can to fix the situation.
Reference: Hulburt, K. J., Colaianne, B. A., & Roeser, R. W. (2020). The calm, clear, and kind educator: A contemplative educational approach to teacher professional identity development. In Exploring self toward expanding teaching, teacher education and practitioner research (Vol. 34, pp. 17-36). Emerald Publishing Limited.
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