Week 6 dq post

as I stated last week, this is an entirely inappropriate question for the on line environment (Stavredes, 2011). I cannot tell you the number of teachers who I never emailed, had much of any type of interaction with. A post of two in the class, but mostly the interaction was I followed the syllabus, I posted the necessary, I was graded, x the class and the grade. The parameters present only vaguely apply to the online atmosphere (Ashton, 2004).

A huge part of on compass exploration is the emotional interactions.

In the online classroom, what seems to be the most effective is to on occasion ask follow up questions to the students dq. A short sentence or two, sometimes a paragraph where the intent is to get the student to direct their academic mind into a different direction (Svinicki, M., & McKeachie, W. J. (2014).

As to how to perform that in the classroom (Society for the Teaching of Psychology, 2010). Usually answering questions in class, and of course have open office hours at least 3 times a week, and scheduled when appropriate.

As for grading in classrooms, a one on one for half hour a quarter seems to be a solid application (Griggs, 2017).

For online, in my decade of experience, the parameters for teacher student are extremely strict and mostly controlled by the administration. There is very little wiggle room when it comes to the applications of student to teacher interactions or grading. The parameters are mostly already clear. Although when the teacher goes rogue, there is little to anything the student can do about it. Unless the student is a lawyer, the admin will back the teacher every time. I was in a class at a previous school hwere the title of the class was “diagnostics” the questions were all diagnostics, but the teacher absolutely demanded treatment. The books and articles were entirely unless, all the teacher cared about and graded accordingly was on and about how to treat the presented conditions. Not a word about what was being diagnosed. The diagnosis process was to this teacher actually offensive. a perfect example of why there needs to be two classes, one for on campus teaching techniques and one for online. Plus, the more I think about it, the more most of these parameters are set by the school board, if you notice the assignments were posted some months ago some years ago. I cannot tell you how many teachers have written to me “I did not create this course, I can only grade what was given to me to grade.” If you are in an institution, how many of them will hand you the syllabus and grading parameters and say do this, to the letter. Which makes this question all the more irrelevant. NO offense intended.

References

Ashton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press.

Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.

Society for the Teaching of Psychology. (2010). Best practices: Assessing teaching and learning in psychology. Retrieved from http://teachpsych.org/conferences/bp/index.php

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Svinicki, M., & McKeachie, W. J. (2014). Assessing, testing, and evaluating: Grading is not the most important function. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 73–84). Belmont, CA: Wadsworth.