Posted on 1 Comment on Engagement

Engagement

by Rick Upchurch
Asst. V.P. Adult Studies

Admissions & Student Services for Belhaven Adult Studies is working through a book:  The Trust Edge, by David Horsager.  I thought this would be a great opportunity for me to read this book as well, so I bought the book and at this point have finished about a third.

Here are four things I’ve learned/been reminded of in the first third of this book along with an application for the classroom – either the physical classroom or online:

  1. “You are trusted to the degree that people believe in your ability, your consistency, your integrity, and your commitment to deliver.” (p.9)  As you read through this list it is obvious that these things don’t happen immediately.  They are developed over time and in relationship.  Teaching application: Your relationship with your students and their perception of “your ability, your consistency, your integrity, and your commitment to deliver” will build trust or erode it.  Building trust will result in greater student engagement as they discover you are worth trusting.
  2. “People do small, even menial tasks differently when they catch a great vision.  If you are a leader in your organization, share your vision consistently.  If you are not sharing your vision at least every thirty days, your team doesn’t know it. A clear vision inspires, unifies and gives powerful focus.” (p. 50)  While this is written toward an organization I can see clear application for the adult classroom.  Teaching application: A major point of adult learning theory has to do with sharing the relevancy of the subject with the students; not just why it is important, but what the cost could be in NOT knowing the information.  So, for the classroom, sharing vision should equate to making sure there is a clear connection of relevancy every week.  When you do this engagement increases.
  3. “Expect and even appreciate conflict.  The old notion rings true: if we are all exactly the same, we are not all needed. Conflict can be a source of growth, creativity, and, in the end, greater unity.” (p.64)  I know many Instructors will go to almost any lengths to avoid even the hint of conflict in the classroom.  This might seem desirable, and certainly is easier, but avoiding conflict doesn’t foster learning and engagement at the higher levels.  Teaching application: Engaged adult learners will challenge the Instructor from time to time.  This is because what you are teaching seems to run crosswise to their experience.  If you squash this freedom to raise these challenges, you will effectively reduce or eliminate engagement.  If, on the other hand, you encourage students to respond, use the challenges to gather information, attempt to understand where the challenge is coming from, and respond with empathy, engagement will blossom.
  4. “No matter what your profession is, challenge yourself to start thinking like the customer, patient, client, congregation member, or student.  Think of these people’s needs and challenges.  Care about them. Give them a great experience.  Make them feel valued.” (p.74) Teaching application:  Adults respond better and are more engaged when they feel respected and valued.  The role of the Instructor in creating this kind of environment cannot be overstated.  In fact, the best Instructors will go beyond this to taking personal responsibility for doing everything they can to “give them a great experience.”

I’m definitely enjoying the book and will share some more thoughts as I get deeper into it.  May God richly bless and guide your day!

Rick

Posted on No Comments on Building Community in the Adult Learner Classroom

Building Community in the Adult Learner Classroom

Dr. Paul Criss
Dean of Faculty – Memphis/DeSoto

Ages ago, the Christian college I attended had a chapel service five days a week with a missionary fellowship on Fridays and the expectation that students attend a local church at least three times per week. To some attending a congregational meeting nine times a week may seem excessive, however, the one of the achieved purposes was to help build community within the college and help students make connections outside of the college. Unfortunately, the adult studies schedule does not allow for a regular chapel service, but an excellent opportunity exists in every class to build community among the student body and faculty. What can we do in the first fifteen minutes of each class we teach to build community?

Building community is important. Scripture states: “And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another—and all the more as you see the Day approaching” (Hebrews 10:24-25 New International Version). Adult learners need the support and prayers of their fellow students and their faculty. We all need encouragement and God has designed this to happen organically in Christian community. This is our distinctive and strength; we need not be ashamed of it in Christian higher education.

We all normally take attendance in the first few minutes of class. I would suggest that we add a few more intentional actions to the first fifteen preliminary minutes of our time together creating a miniature chapel experience. Initially, on the first night take a few minutes to allow each student to introduce themselves. This is a purposeful way to allow time to learn something about each student. I sometimes write a few questions on the board to have each student answer, but feel free to mix-it-up a little. Here are some examples of what student could share:

  • Name
  • Major
  • What you do everyday (Vocation)
  • Something about your family. (kids, family memory, last vacation, etc.)
  • Something no one in the room knows about you. At least not yet!
  • Hobby or Pastime.
  • Favorite movie, television show, or novel.

You get the idea. The point is to help students learn about each other and perhaps find points of connection and familiarity. Introductions usually happen only in the first class, but what follows could happen in every subsequent class.

Sharing how God is working in a student’s life is an important part of building community. Sometimes we skip this essential step. The Apostle Paul tells us, “When you gather for worship, each one of you be prepared with something that will be useful for all: Sing a hymn, teach a lesson, tell a story, lead a prayer, provide an insight (1 Corinthians 14:26 The Message), the same might be said for the Adult Studies classroom. We want students to come prepared with some insight from the material to be covered that night, but perhaps they could also come to class prepared to encourage one another by sharing how God is working in their life. I often open with simple questions asking each student to briefly share something, such as:

  • How has God ministered to you or through you this past week?
  • Tell us something good that happened to you today?
  • This past week, when did you feel closest to God? When did you feel furthest from God? (We know that God is always with us, but we are not always in right relationship with Him. This question helps students begin to pinpoint things that affect their spiritual health.)

The point of this is not to be too heavy, but to allow the class to share with and encourage each other, at the same time practicing overcoming the world “by the word of their testimony” (Revelation 12:11 New International Version).

The next action to build community is to share prayer requests and to pray. Prayer requests allow students to engage in each other’s lives. It is valuable not only to pray but to revisit the prayer requests in subsequent classes to receive updates or additions.  It is also important that our students know that we are praying for them and that we lead the other students in class in prayer for their personal needs. When I first started in ministry, I was hesitant to call out specific names or situations in prayer partly because I did not want to offend anyone by leaving them out of the prayer. One day an Elder told me how important it was that members of the congregation hear others calling out to God on their behalf. And this is a fulfillment of our calling to walk in Christ’s steps as Prophet, Priest, and King. We shadow Christ’s ministry by speaking the truth in love (prophet), leading others as servant-leaders (king), and interceding for others in prayer (priest). I believe the same thing is true for adult learners as well. Assist students in thinking outside of their own lives and into the lives of their community by praying for community, county, state, national, and international leaders and communities, community events and concerns (I always ask what is happening in local, national, and international news that we need to life up), and for the university and its faculty, staff, and administration.

The instructor could round out this miniature chapel time in their class with a short devotional, if time permits. Each class has three to five scriptures that undergird the topics of the evening and breathe God’s revelation into what the textbook will have stated. Perhaps you could use one of these scriptures to base a devotional thought or reflection. It is important here to ask “What is God saying” before we ask “What is God saying to us (or me).” This will help us to do exegesis (what the text is actually saying) rather than isogesis (reading what we want to into the text). At the end of class, try asking students how the required scripture reading spoke to the topics of the night – this is a great way to triangulate the material while simultaneously allowing students the opportunity to think critically from a Christian perspective.  Keep in mind, however, that this introduction/chapel/devotional time should not exceed 15-20 minutes AT THE MOST, before turning to the subject content for that class session.

One final component of community building is to connect your class with the community in which they live. As a faculty member, you can engage students in community events and community concerns, and connect them with members of the community. Invite community leaders and business professionals into your classroom as guest speakers for a short presentation in the discipline or on the topic for the evening, for example our Instructor of Business has developed relationships with speakers from Fed Ex, UPS, and Nike to share with business classes on our campus.

Invite students to join you in community service. If you are involved in a community service organization, such as Lion’s Club, Rotary Club, Kiwanis, or even a Chamber of Commerce, then look for ways to involve your students. We recently partnered with a local Rotary club to initiate the first adult student Rotaract Club. The University’s mission “not to be served, but to serve” fits quite well with “service above self.”  Consider connecting with recent alumni for possible internships for your students. One alumnus of our campus contacted us regarding interns needed in the Americorp Vista program offered through our local county school board’s community and family engagement office. This has turned out to be a very nice internship and a valuable experience for our students.

In all of the above, remember that your Dean of Faculty would be happy to assist you in both community development and community engagement. All of these opportunities are valuable enhancements to the adult learner’s educational experience. Do not let the ideas end here. Share your ideas with your Dean and with other faculty on your campus through the campus Canvas page and at your next faculty development workshop. Remember, when it comes to community development and engagement, your input and participation is essential. Together, the sky truly is the limit!

Posted on 1 Comment on EQ in the Adult Learner Classroom

EQ in the Adult Learner Classroom

Dr. Paul Criss
Dean of Faculty – Memphis and DeSoto

We have all been there. We have had experiences where we felt that someone truly understood where we were coming from and we have also experienced the opposite. The ability to gauge our own and others’ emotional state is called Emotional Intelligence (EQ) and what we do with that understanding can invigorate the adult learner classroom. Most of what follows is a synopsis and application of Goleman, Boyatis, and McKee’s Primal Leadership: Unleashing the Power of Emotional Intelligence (Harvard Business Review, 2013) to adult higher education and was presented at the 2015 Christian Adult Higher Education Association Conference with co-presenter Don Jones, Ed.S.

Instructors have the ability to set the emotional thermostat in their classrooms. Faculty with empathy can allow for supportive emotional connections to emerge within their classes. In Primal Leadership, the authors state: “When leaders drive emotions positively…they bring about everyone’s best.” They call this resonance. When negative emotions are driven, they create dissonance. Negative emotions and moods within a classroom can disrupt work and distract from the task of learning. God designed our brains in such a way to support the “flight or fight” tendency and this may affect classroom performance. Everything our body experiences goes through the first part of the brain at the top of the stem called the amygdala, and you guessed it, the amygdala controls our emotional fight or flight response. If this is triggered, faculty and students alike may have their emotions hijacked. It is likely that we have all experienced a time when we were criticized by an adult learner for upholding a policy or demonstrating a particular instructional style and we had to say a quick prayer for God to give us patience or guard our tongue in how respond to such criticism. We were, with God’s help, resisting this emotional hijacking.

So, how do we adjust the emotional climate of our classroom? Interestingly, emotions, both healthy and unhealthy, are contagious. For example, we have all heard the customer service adage of “service with a smile,” but actually a smile can begin to change the climate. Laughter is addictive and good for everyone – “A cheerful heart is good medicine, but a crushed spirit dries up the bones” (Proverbs 17:22 New Living Translation).

It is a very small leap from what the authors of Primal Leadership discovered about business to what can be applied in the adult learner classroom. For example, for every one percent we increase our service to our students, we could see a two percent increase in their performance (p. 15). This could be evidenced in how we share our expectations of students at the beginning of a course, explaining how we will grade, and how quickly we respond with feedback to our students. Students could respond by exceeding our expectations, targeting specific competencies, and adjusting their performance by our guidance. I know that these kinds of responses would be well received by all of us. The climate – how students feel about studying at a university – may account for twenty to thirty percent of their academic performance (p. 17) and fifty to seventy percent of how students may perceive the university’s climate can be traced to the actions of one person: their instructor (p. 18).

Our daughter, two-year-old Sophia, likes to go into large rooms, project a tone, and see if it echoes. Each room has a certain tone that echoes more than others – the resonating tone; each class has its own resonating tone, as well. In teaching vocal lessons, I learned early on the importance of resonance in amplifying both sweet and sour tones. Sound Engineers use sound equalization, ironically “EQ,” to produce the most amplification while at the same time diminishing feedback. What tones are we projecting that are being amplified to our students? How can we adjust our own and our classroom’s emotional frequency to create the best learning environment for adults?

First we need to understand how not to do it. We must avoid becoming dissonant instructors or dementors.  In the Harry Potter novels, J.K. Rowling describes dementors as those who “drain peace, hope, and happiness out of the air around them.” Now, I realize that no instructor would describe themselves in this way, but perhaps a student has perceived us this way. The authors of Primal Leadership describe dissonant leadership as those who “don’t hold true to professed values; lack empathy; this insincerity leads to cynicism and distrust” (p. 23). The best cure for this atmosphere is not only personal, but also corporate, repentance, confession, and forgiveness.

Sometimes this dissonance happens accidentally. For the trekkies out there, have you ever wondered why Kirk is the captain? Kirk brings emotional intelligence to bear on the highly logical Spock and the highly emotional McCoy, creating a balance that is needed. In academia there is a tendency to value IQ over EQ, therefore, emotional intelligence is stifled creating the disparity (“too many spocks and not enough kirkians”). We need to begin to model emotional intelligence ourselves and compel it from our students. Our primary focus, after all, is to be holistic in our educational endeavors – “Love the Lord your God with all your heart, and with all your soul and with all your strength and with all your mind; and love your neighbor as yourself” (Luke 11:42 New International Version.) Albert Einstein said, “We should take care not to make the intellect our god. It has, of course, powerful muscles, but no personality. It cannot lead, it can only serve.”

In Primal Leadership the authors suggest there are various styles of leadership that employ emotional intelligence (p. 55). Two are considered dissonant styles because they are often perceived negatively due to poor execution or overuse. The commanding style may sooth students’ fears in an emergency by providing clear direction and may be used sparingly in a crisis or to deal with problem students. The pacesetting style assists in meeting challenging goals, for example in capstone courses, and may be used judiciously to get high results from competent students.

The authors present four resonant styles that consistently produce positive feedback and are particular productive with the adult learner. The first, the visionary style, moves students toward the shared objectives of the course. This style conveys the importance of the course’s objectives and how achieving these competencies can make a difference in their professional life. The second, the coaching style, connects goals of the particular student with the objectives of the course. This style helps students improve performance and competency by building their personal capabilities. The third, the affiliative style, connects students to other students through community. This style can help heal rifts within a team and motivate students during stressful times within the course. Creating community within the classroom will be discussed in more detail in a future article. The final resonant style, the democratic style, value’s student input and fosters commitment through participation. This style is often utilized during roundtable discussions on topics within the course and not only builds consensus, but allows the expertise of each adult learner to come to the fore and produces exponential learning within the learning environment. As we understand and practice these various styles, we begin to understand the value of emotional intelligence to the adult learner classroom.

Authors Bradbury and Greaves, in Emotional Intelligence 2.0 (TalentSmart, 2009), recommend a matrix to increase personal emotional intelligence. It begins with self- awareness: how aware of our own emotions are we? Emotional self-awareness helps provide accurate self-management and authentic self-confidence. Second, self-management is how one manages his or her own emotions. It determines our transparency, adaptability, and levels of optimism. Third, social awareness is how well we interpret the emotions of others, in this case our students. It determines our organizational awareness, commitment to service, and levels of empathy. Finally, relational management is how well we handle interactions with our class. It assists in creating inspirational instruction, influence, development of our students, managing conflict, and fostering teamwork and collaboration. These authors also recommend the following for developing emotional intelligence within the parameters of this matrix:

Self Awareness

  • Focus on you – the only person you can change.
  • Get to know yourself under stress.
  • Know who and what pushes your buttons.
  • Stop and ask yourself why you do the things you do.

Self Management

  • Count to Ten.
  • Pray for patience or ask the Holy Spirit to guard your reactions.
  • Learn a valuable lesson from everyone you encounter.
  • Smile and laugh more.

Social Awareness

  • Practice the art of listening and observing.
  • Step into your students’ shoes.
  • Catch the mood of the classroom.
  • Greet students by name.

Relationship Management

  • Little things mean a lot; when you care show it.
  • Explain your decisions, don’t just make them.
  • Make your feedback direct and constructive.
  • Be accessible; have an open door policy to build trust.

Jesus was an emotionally intelligent leader. This is indicated several times as He gauged others’ emotional state – “Jesus would not entrust himself to them, for he knew all people” (John 2:24 New International Version) and He declared himself to be the one “who searches hearts and minds” (Revelation 2:23). Christ acknowledges the worst in humanity, but, in spite of this, He brings out the best by giving of Himself. If we simply observe the team He inspired, we can see how they changed the world. As instructors of adult learners, we are called to do the same.

Posted on No Comments on Dean’s Panel Discussion on Faculty

Dean’s Panel Discussion on Faculty

Last week the distance campus Dean’s met for their annual Summit.  This is an important meeting which allows for sharing of information and formulation of strategy for the coming year.  One of the highlights of the Summit this year was the inclusion of a live webinar broadcast from the Summit in which the Deans all participated in a discussion focused around their role in working with faculty.  The questions asked included:

  1. What would you describe as the central characteristics of the Ideal Instructor?
  2. What are the top challenges you face in working with or scheduling faculty?
  3. When you visit a classroom for a faculty observation what are some of the best and worst things you have seen? (no names, please)
  4. With our emphasis on holding students the full scheduled class period, what are some specific activities faculty can use other than lecturing or group discussion during that final hour?
  5. What are some ways that you could recommend to generate student engagement both within the classroom and outside of it?

There were some other questions asked, as well as some audience participation.   The bottom line: Our faculty are AMAZING!!!   Great things are happening in the classroom and in the lives of our students because of your service and dedication.  We can’t thank you enough for all you do.

Overall it was a great discussion and I hope you will take the time to view it at this LINK.

Blessings,

Posted on 3 Comments on Getting the Basics Right

Getting the Basics Right

Whether you are mastering a musical instrument, a physical sport, or an academic discipline, you will need a solid knowledge of the basics.  So, you practice the scales, or the physical drills, or rehearse the steps appropriate to your academic discipline.  These activities build muscle memory and set the foundation for sustained success.  They are the difference between a “one-hit” wonder and a long and fruitful career.

Here are some basics that I’d like to remind you of as we begin 2016 and encourage you to “practice.”  I’ve adapted these from a white paper written by Richard Harris titled: “Helpful Ways to Start Your Course Right.”

  1. Contact your students by email a week ahead of the first course.   Canvas makes this easy, but however you do it, it sets the stage for student engagement and positive interaction.
  2. Read the module thoroughly before the first class.  This should be a “no brainer” but surprisingly some Instructors only concentrate on one week at a time without getting the big picture.
  3. Arrive to class early, make sure the classroom is arranged appropriately to your needs, AND that the technology is working appropriately.  Do you need a marker for the whiteboard?  Need handouts printed?
  4. Begin class by praying with and FOR your students.  This really does set a demarcation between their active day and the time they spend in class and sets the tone for the class.
  5. Be clear on your expectations for writing, use of personal technology, late papers, etc.  Make your rules fair and unambiguous and THEN ENFORCE THEM.
  6. Learn your student’s names.  This is not optional and probably one of the most important activities which will occur the first class session.
  7. Teach the full lesson, staying the full time.  Vary your teaching methods, but NEVER walk into class without a clear plan for what you want your students to learn that evening. Remember the Collaborative Learning Strategy from the Faculty Orientation.
  8. Treat your students with respect.  Exemplify the motto of the school: to serve, not to be served.
  9. Give some time in class for students to practice some aspect of what is being discussed, this reinforces learning and retention.
  10. At the end of class, have student write out one question they had from the evening’s discussion that needed further explanation, and one thing which they learned.
Posted on No Comments on Teaching for Success: Making sure your students see the big picture amidst the “trees”!

Teaching for Success: Making sure your students see the big picture amidst the “trees”!

by Dr. Larry Ruddell
Dean, Belhaven-Houston

Modern education too often focuses on particular facts and doesn’t show how those facts integrate. The normal text book is often written this way. For example, in Organizational Behavior, various theories of motivation are covered (i.e. Maslow, Herzberg and others) with no real analysis of which is better or which is true. It’s like ordering a steak at a fine restaurant and they serve you a raw piece of meat on a plate … ugh! We need to help students analyze material from a Christian worldview to see how information fits. In other words, we need to cook the steak to perfection and serve it attractively so it is pleasing and edible!

Genesis 1:26-28 reminds us that we have a purpose in all that we do; to take care of God’s creation and use it well. So we need to help students see the point in all that we teach. Otherwise, learning becomes frustrating.

We also want to refresh students in their learning activities versus frustrate them. As Jesus tells us: “‘For my yoke is easy, and my burden is light.'” (Matthew 11:30 English Standard Version) In other words, we want to give students a “pathway for success” in our classes by making sure assignment requirements are clear, giving timely feedback and making sure we cover in detail any topics covered in tests or quizzes.

Finally, we need to set a positive, professional example in the way we handle the class material and each student. As Luke 6:40 reads, “A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher.” So our modeling goes a long way to making a lasting impact on students!

So, how do we make it work? Consider some specific ideas:

– Constantly ask yourself the question “so what”? Make sure students can see how the particular points you are making in class “works” in their work, personal and societal worlds.

– Clarify the meanings of terms and concepts covered in class. As Ecclesiastes (1:9) says, “… there is nothing new under the sun…” Often scholars will invent new terms to show they are offering unique insights when often the concept is not new at all. For example, business literature talks about “emotional intelligence” which simply reflects the Biblical concept of “wisdom” so help the students understand the secular term from the richer, Biblical concept.

– Give students a vision for why they are studying. For example, in the introduction to graduate studies class, we remind students that a Belhaven graduate business degree is equipping them to run an organization as CEO. That is why they need to understand all aspects of how organizations work; from finance to marketing, to business ethics. They need to look at themselves not only as what they are now but where they will be.

Posted on 3 Comments on Types of Instructors in Adult Studies Programs

Types of Instructors in Adult Studies Programs

I’ve been working in Adult Studies for a long time, almost all of it dedicated to administration and faculty development.  Along the way I’ve conducted numerous classroom observations, read stacks of student end of course evaluations, and had the pleasure of being the assigned instructor in a number of courses.  All of that has prepared me to share with you the top 5 types of Instructors you are most likely to see in an Adult Studies classroom.  Do you see yourself in any of the descriptions below?

The Jolly Rancher – this Instructor seems to be always in a good mood and you can tell students love the classes she teaches because they are so much fun, not to mention the fact that almost everyone always gets an ‘A’ for the course. Often the Jolly Rancher’s devotion to the subject matter is tempered by personal stories and digressions – but everyone has a good time.  While being well liked, the Jolly Rancher is not deeply committed to academic rigor or pushing student too hard for fear of rejection or poor evaluations.

The Muskateer – This Instructor is extremely competent, and somewhat arrogant.  He knows his subject thoroughly and clearly indicates that he is the smartest person in the room, by actions and attitude, if not verbally.  Often disdainful of student attempts or the curriculum, the Muskateer primarily uses lecture to teach, because of course, there is very little he could learn from mere students.  He is the embodiment of the saying “the sage on the stage.”

The PayDay – This Instructor is primarily motivated by getting paid to teach.  The passion for teaching, if it ever existed, has faded away leaving a jaded and mediocre teacher who wants nothing more than to get through the course with as little drama as possible.  Creativity and concern for student learning is not part of the PayDay Instructor’s mindset.  Doing as little as possible is more her style.

The Almond Joy – This Instructor is ENGAGED.  Everything about them points to their passion for teaching AND for student learning.  They use a variety of methods to get their content across.  They demonstrate real caring and concern for students.  The Almond Joy never stopped learning and the joy of their life is to pass that learning along to their students.  The Almond Joy holds students accountable for their work and challenges them to become more.  They are considered to be “hard” teachers, but in retrospect, these are the teachers which students cite when they think about who has influenced their life.

 

Posted on 4 Comments on Plagiarism: Preparing Your Students to Avoid It.

Plagiarism: Preparing Your Students to Avoid It.

by Kim Priesmeyer

We’re all writing teachers, even if you teach business, history, or psychology, because we all assign papers in our classes.  Therefore, we will all be called to help students identify and use sources well in their writing.  The challenge is that many of our students are unprepared for this task, and they need our guidance.

First, provide as many guidelines as possible for their papers that require sources.  Take class time to teach students how to write an outline of their ideas, how to search for sources using the Belhaven databases, and how to use turnitin through Canvas as a “test drive” for their writing.  My webinar discussed how to implement structure into the research process so you’re setting up students for success.

Also, share important “tips of the trade” with students using the handout I’ve designed.  Many of our students don’t know how to select material to cite or how to integrate source material into their writing.  These are universal skills that students will need in every college course they take, so practicing this in class is time well spent.  Most of our students want to become better writers and want to use sources accurately and effectively, so taking a few extra steps can help students achieve success.

You can find the webinar Kim presented on this topic here: Plagiarism: Helping Your Students Avoid It.

Kim Priesmeyer, M.A.
Associate Professor of English
Belhaven University, Houston Campus

Posted on No Comments on Handling Harried Students: How to manage grumbling and complaining in your class

Handling Harried Students: How to manage grumbling and complaining in your class

By Dr. Larry Ruddell, Dean – Belhaven Houston

Teaching adult students provides a wonderful opportunity to bless students from varied backgrounds and also their “generations” and communities. However, it is not always a smooth path! Students with tough backgrounds, demanding schedules, family responsibilities and attending 6-10 pm classes after long work days can let frustrations overflow to professors in or out of the classroom.

So what do you we do? How do we handle “tough customers”?

To begin with, we shouldn’t be surprised when students grumble and complain. The Bible is replete with examples of people who are not happy. See Exodus 16; “And the whole congregation of the people of Israel grumbled against Moses and Aaron in the wilderness …” (Exodus 16:2 ESV). … and these are the people who literally saw God do miracles in freeing them from Egypt. As Hebrews 3:7-9 points out, the wilderness wondering could be seen as a test of faith given by God and the people responded by putting God to the test! (v 9)

Fortunately, there are some things we can do to reduce problems. As Romans 12:18 reminds us “If possible, so far as it depends on you, live peaceably with all.” (ESV) So let’s dig in with some specific steps we can take.

– Obviously we should pray for our students before class and audibly as class starts. The Holy Spirit is in charge of human hearts, so setting the tone is helpful

– Set a professional tone. The more the professor is organized, ready to go when class starts, has an agenda, shows enthusiasm for the course material and delivers great teaching until 10 pm … the less likely students will be dissatisfied.

– Head off potential frustration points through effective, proactive communication. It is important to give students a “pathway for success” by helping them clearly understand assignment requirements and particularly knowledge required by exams. So, make sure to review assignments in plenty of time so that you can clarify for students during class. Also, if a student contacts you about an issue that needs clarification, make sure that you let the rest of the class know as well!

– Be careful about making commitments that you don’t keep. As the Scripture reminds us, “let your ‘yes’ be ‘yes’ and your ‘no’ be ‘no’ …” (Matthew 5:37) We want to be responsive to students but make sure the words are backed up by action or it will frustrate students.

– If a student is upset, manage the relationship. As Proverbs 15:1 tells us, “A soft answer turns away wrath, but a harsh word stirs up anger.”

– Others are there to help. Your campus Dean is there to help along with student services. We are a team and different people have different capacities to reach different students!

In conclusion, we may face students who are upset but we want to avoid or manage those issues with Wisdom!

Posted on No Comments on Creating a Learning Atmosphere in Your Classroom that Draws and Keeps Students

Creating a Learning Atmosphere in Your Classroom that Draws and Keeps Students

In adult programs, some students come late, leave early, ignore assignments, or just don’t show up (for example). It is complicated as to why this happens and what to do about it. One thing we can do as classroom leaders is create a great class learning atmosphere. Let’s talk about what that means and how to do it.

You know your course content. You have an idea about Belhaven’s Mission to prepare “… students academically and spiritually to serve Christ Jesus in their careers, in human relationships, and in the world of ideas.” But what about the classroom “organizational culture”? How do you create an atmosphere that supports learning and creates an excitement that makes students want to come and learn!

Jay Adams in his book on Christian Education (“Back to the Blackboard”) reminds us that ALL that we do in the classroom needs to glorify God (see 1 Corinthians 10:31, “So whether you eat or drink or whatever you do, do everything for God’s glory.”) which means making God and His principles “weighty” as we address the particulars of our course material. He then suggests two main Biblical principles to guide our efforts and thus provide motivation to learn (an important part of culture!).

The first principle is found in Genesis 1:28:’

And God blessed them. And God said to them, “Be fruitful and multiply and fill the earth and subdue it, and have dominion over the fish of the sea and over the birds of the heavens and over every living thing that moves on the earth.” (ESV)

This verse reminds us that our purpose as human beings created by God is to take good care of the world He created. This command is not directly related to education but does give us a perspective to work from; that blessing comes with responsibility. “So, to summarize, we may say that one major purpose of the education of a human being must be to teach him how to rule over the creation in ways that honor and please God.” (Adams, 1998) So all instruction (Adams, 1998) must point students to how to properly manage relationships (people) and the animals and resources of the earth (things/physical universe).

How does this work in the classroom?

– give students a “pathway for success” by giving clear instructions about assignments and answering questions that students have about assignments

– always make sure that students understand the “big picture” in the class you are teaching. For example, students need to read and write well because it will benefit them professionally, it helps them understand God’s Word and it helps them have an impact in their organizations. Words are the means God uses to communicate with us (see John 1) so language and the use of language is of the utmost importance for God’s people. The point is, figure out the purpose in the class you are teaching and motivate students by helping them see the point!

– make sure you understand the point of what you are saying!

– focus on learning objectives from module vs. “slides” taken from text book materials

The second principle is found in Matthew 11:28-30:

Come to me, all who labor and are heavy laden, and I will give you rest. Take my yoke upon you, and learn from me, for I am gentle and lowly in heart, and you will find rest for your souls. For my yoke is easy, and my burden is light. (ESV)

These verses remind us that we need to inject refreshment and enthusiasm into our classroom leadership. Because of the Fall, the world is not the way it should be so sin has impacted people and institutions, even creation itself.

So, how does this work in the classroom?

– do NOT “add to the law” … in other works, make sure you are focusing on requirements of module vs. additional items or scope change based on person preference

– reinforce learning

– see quizzes/tests as developmental vs. for punishment

– show concern for the student as a person AND expect them to perform in the class (part of student fulfilling purpose for class)

– work with students based on their strengths

– vary instructional approach (i.e. include visuals, team activity, role play … et al.) to generate interest/excitement … while still meeting learning objectives

Maybe you are seeing the truth of the above points and have been applying or maybe for the first get started with implementation. So what if this doesn’t “work.” Well don’t worry, students are also accountable. As 1 Corinthians 15:58 reminds us, our work done for the Lord is “not in vain.” As you bring great instruction and create a positive, learning atmosphere in the classroom, it puts pressure on the student to either do better … or they may reject it an get worse academically … either way, they are accountable. It is just like the Gospel message which cuts both ways.

I hope this perspective will help you create a classroom atmosphere that will bless students in your classes and even for eternity!

References

Adams, Jay. (1998). Back to the blackboard. Woodruff, SC: Timeless Texts.