Most students dread presentations. Every time I start a new semester, and I announce that presentations are a requirement, the fear and tension in the
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
When I tell people that I study the role of communication in teaching and learning, the most common response is: “Isn’t communication just common sense? I’m an expert in what I teach; why do I need to worry about how I communicate?” In reality, communication is a learned verbal and nonverbal skill that all of us must continually refine. When we interact with our students purposefully, we maximize the chances that our content expertise will make a positive difference in terms of their learning.
Should instructors care whether or not students find their exchanges satisfying? They should, because as this research (and previous studies) document, those levels of satisfaction correlate positively and significantly with something these researchers call “affective learning.” Affective learning involves student feelings and emotions toward the subject matter and the teacher.
Online instructors receive poor evaluations for any number of reasons, including lack of experience, inadequate training, and poor communication skills. Other times, the poor reviews are more reflective of the course design than the instructor who’s teaching the course. That distinction is unimportant to the students.
How do you come across to the people you work with? Does what you say and how you say it send mixed messages? Are your actions consistent with your words? Do you listen intently? Do you acknowledge others’ ideas? All these questions are important for any leader, and answering them honestly can help you become a better leader.