‘I have eyes in the back of my head’. Teachers everywhere
Classroom management is all about knowing and controlling what is going on in your classroom and is a core competency for teachers teaching face to face. This is reduced to a certain degree in online teaching but we still need to know what our students are getting up to when they think we’re not looking. Teacher omniscience is not only about behaviour though. It’s also about appreciating what our students are understanding or struggling with and making decisions about how to address this. So how can we be sure they are doing what we want them to do?
1. LMS access data
Using the information in Teacher Reports, you can easily track how much time your students have spent in the LMS. You can filter the reports so that they just show one class so you can see straightaway if anyone is spending a lot less time than the others in the system. This may mean that the student is slacking and just doing the bare minimum. Be careful though – it could mean that the student’s level is a bit higher than the others so they are getting through the material faster. If this is the case you will need to devise some additional tasks e.g. research and blogging that they can do to keep them interested but how do you know which is which?
2. Student progress data
Looking at student progress, you can see very detailed information on how the students are doing at any one time by clicking on the student’s name. You can even see how many times a student attempted a particular exercise.
Looking at the data for the student above, we can easily see the area she needs more support with. She probably understands yes/no questions fairly well is struggling with the vocabulary for the lesson. Hover over learning outcomes to get a clearer picture of what the student should be able to do now that she’s finshed this lesson.
This data isn’t really worth putting on certificates. It’s for you to get a clear idea of what you need to do in your next face to face session or synchronous activity*. Think about doing a grammar gamble or a quiz or a communicative activity that uses the language or skills in question that would give you an opportunity to address the issue with the group and see if they can help each other find the answers.
3. Web 2.0 Tools
These communicative tools provide you with a unique window on your students’ world. You have the chance to see what they are thinking and how they express themselves in ways that are not available to you face to face. For instance, with Voice Tools you will be able to hear the pronunciation of even those shy students who stop talking whenever they see you approaching. Because the tasks in the Forum and Blog are directly prepared and scaffolded in the Touchstone content, you can get a very clear picture of what your learners have understood from their activity in the online course. Take care not to fall into the trap of trying to correct all mistakes for everyone but do invite comment on common errors when in class. Give them the opportunity to correct themselves as a group first and then fill in the gaps in their knowledge when they’ve run out of options.
Speaking of behaviour, you may still need to check into forums etc to make sure everyone is ‘playing nicely’. It is important to establish an atmosphere of trust in the online learning environment so that students feel confident enough to risk making mistakes that their peers will see. If there is anyone in the group who is behaving antisocially, e.g. making fun of other students, they are damaging that atmosphere and negating the value of the community of learners. Part of the cure for this is to agree ‘class rules’ or netiquette and to emphasise its importance during orientation – not what punishments are available for rule breakers but what value there is for everyone if everyone follows the rules.
We no longer need to have eyes in the back of our heads but we still need to know what our students are getting up to and how we do that is changng too…