Comments on: Love the One You’re With: Creating a Classroom Community

By: Danny Anderson

Danny Anderson — Tue, 05 Feb 2013 18:59:18 +0000

Great article, and I agree with Loretta's comment above about social relationships. This is the best defense that non-electronic colleges have against the move towards online-only learning. I also think that its a vital part of the educational process in general and I've even written about "Teaching as Relationship." To continue this practice past the first day of class, I've even taken to changing the genre of my assignment prompts from the business memo that I grew up with to a personal letter. In this letter, I describe the assignment components, but not in a checklist kind of way. Instead I try to "speak" to them as human beings and describe in friendly language what I'm looking for. The results so far have been excellent. Each day over the last 2 weeks I've had numerous students talk to me, either in class or in my office, about their ideas and writing strategies. They've been really engaged with the assignment and seem to be taking a personal investment in it. So keep doing what you're doing! If anyone is interested, I have the letter-format assignment prompt online here: http://wp.me/p2YkM5-3m

By: Mahendra Thapa

Mahendra Thapa — Sun, 03 Feb 2013 21:30:37 +0000

I agree that learning does not happen in isolation. In my physics class, group homework and group discussion were proved to be most effective than just merely giving assignments.

By: Update: Diigo in Education group (weekly) | ChalkTech

Update: Diigo in Education group (weekly) | ChalkTech — Sun, 03 Feb 2013 01:23:57 +0000

[...] Love the One You’re With: Creating a Classroom Community | Faculty Focus [...]

By: Mr G's Idle Musings » Blog Archive » My Diigo 02/02/2013

Mr G's Idle Musings » Blog Archive » My Diigo 02/02/2013 — Sat, 02 Feb 2013 23:58:46 +0000

[...] Love the One You’re With: Creating a Classroom Community | Faculty Focus [...]

By: Loretta Driskel

Loretta Driskel — Fri, 01 Feb 2013 16:50:32 +0000

Being that social relationships are THE most important part of college, I was thrilled to read this article. Feeling safe and among friends in class is the first step to students success and it is essential whether we (students & instructors) realize it. Take time for icebreakers and learning content will be more engaging for all.

By: Lynda Deckard

Lynda Deckard — Thu, 31 Jan 2013 19:31:47 +0000

I would love to know your list of questions…..

By: Lynda Deckard

Lynda Deckard — Thu, 31 Jan 2013 19:30:41 +0000

It is a very good way to breakthe ice. I am wondering if it would work with my students, who have been living and studying together for three years, but who sometimes have not formed a completely cohesive group.

By: Conred Maddox

Conred Maddox — Mon, 28 Jan 2013 21:00:12 +0000

A very good approach to "breaking the ice". Though some may not be so forthcoming, I always reveal that I have flunked out of college seven times before it stuck. Admitting that you, the instructor, are human makes it OK for the students to be human. That making mistakes and learning from them is the key to being a better human and student. It also helps the embarrassed to accept that they can contribute to the learning community (the AA approach of we are in this together). The final moment of my classes is no leaves until I go to the door to shake everyone's hand while pointing out what each contributed or that he or she needs to engage a little more. The anecdote to this is one time I was busy with a student as the class ended, and none of the students stood to leave until I finished and headed to the door. The fact that I treat them as equals is one of the main comments that are listed in my teacher evals.
I always look forward to what my peers share on this sight. Mahalo (Hawaiian for thank you)!

By: kristigirdharry

kristigirdharry — Mon, 28 Jan 2013 16:10:46 +0000

I do a version of "speed dating" later in the semester with my Advanced Writing in the Disciplines students. It's an interdisciplinary course, so I give them a few minutes to express their field's values/conventions and my students' interest in the field quickly–they have to look for "connections" between the (sometimes highly varied) disciplines. After each "date," I ask them to briefly "Rate your date!" on a sheet of paper so that they will remember what connections they made. This can take multiple routes afterwards, but I have them make a claim for what classmates should work together in a group (everyone just kind of shouts out what they think: it's messy but fun, and we get a chance to deliberate why the Computer Science major should work with the Art History major or what the Music Industry major has in common with the Biology major…).

All this to say that "speed dating" doesn't just have to be an icebreaker (though it's a great one, and I'm so glad you shared this idea)! I bet we could speed date over lots of different topics…

By: Reinhold Gerbsch

Reinhold Gerbsch — Mon, 28 Jan 2013 14:41:18 +0000

Great idea, thanks!

By: Stephanie Wall

Stephanie Wall — Mon, 28 Jan 2013 14:34:56 +0000

This is a great ice breaker. I'll have to remember to use it…

By: Dr. Ryan James

Dr. Ryan James — Mon, 28 Jan 2013 14:18:21 +0000

I start every semester explaining what "5 Minute Dating" is all about and then share we are going to do something similar. I have a list of questions for one student to ask another and then have them number off 1, 2, 1, 2. All ones stay put. All twos get to ask the first round of questions. After 5-8 minutes, I call time and have all twos move one seat beyond to be with the next one. Then one gets to ask the questions.

After about 7-9 rounds of this, depending on class size, I then tell the entire class they can question me about anything they wish to know. I hold my breath waiting for that one inappropriate question, but it has never happened. The class melds like one functional family. It is wonderful.