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2.8 Discussion Board III: Relationships (Required to earn certificate)
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Posted by CUNY Mindset Initiative on March 11, 2024 at 10:57 am💬 Discussion:
In your course(s), how do you get to know your students? Share an activity you use, or plan to use, to learn about students’ personal information, interests, &/or goals.
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I share my life experiences with students and ask them to share their experiences also. I ask them their interests , hobbies. I ask them to document their movies, photos, places they like.
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Hi Narendra,
How do you ask your students to share this information? A form, discussion post, poll, index card? Have you found one method or platform that students will engage with more than others?
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Your practice of inviting students to share their life experiences and interests in class fosters a rich, inclusive environment where every story matters. This approach not only humanizes the classroom experience but also encourages students to find value in their own narratives and those of their peers. Have you noticed any particular stories or shared interests that tend to resonate most with your students?
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As a support staff to educators, when I am giving presentations to students on “Motivation” and “College Success”, I always incorporate my personal growth mindset challenges I faced in higher education and encourage them to identify their motivational factors that helped them overcome past challenges.
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Good suggestions! If you don’t already, you could also allow students time to talk in pairs or small groups and share about a past challenge they faced and how they overcame it.
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Your question to Narendra about the specific methods used to collect students’ stories and interests is crucial. It highlights the importance of choosing the right platform or medium that encourages maximum student participation. I’m curious, have you experimented with any particular method in your own teaching that you’ve found to be especially effective in engaging students?
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Carrie, incorporating your personal growth mindset challenges into presentations on motivation and college success is a powerful way to connect with students. It not only makes you more relatable but also demonstrates the practical application of resilience and adaptability in overcoming obstacles. Do you find that students are more open to sharing their motivational factors after hearing about your experiences?
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In the beginning of each semester, I spend time establishing respectful environment for our learning. Students contribute their own ideas and understanding of respectful class engagement. Their ideas are incorporated into class procedures and policies. Also, I build-in brief pauses throughout the semester to allow us to connect on human level, to share common experiences, fears, anxieties, joys, challenges, etc.
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Hi Irene,
Allowing students to help create some of the class norms and expectations can definitely build a sense that they are heard and belong in the classroom. What are some of the ways that you invite students to engage with the built-in “pauses” that you describe?
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Irene, the effort you put into establishing a respectful and inclusive classroom environment from the outset is commendable. Allowing students to contribute to the class norms and taking regular “pauses” for human connection can significantly enhance the learning experience. What have been some of the most impactful ideas or practices that students have contributed to class engagement?
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At the start of a course, I use an icebreaker to have the students list 10 things about themselves that they would like to share to get someone to know who they are. Next, I give them 15-20 minutes to go around the room introducing themselves and sharing any items on their lists to as many classmates as possible while also jotting down some notes about the people that they met. Afterward, we regain our seats and use our notes to introduce one another. During the introductions, I pay close attention and repeat each student’s name, and by the end of the activity, I memorize the names of all my students and know at least two pieces of information about each one. I sum up the activity by reintroducing each student to the class by name, looking at each one directly, and retelling something I recall about them. They usually are very impressed when I do that because I show interest in who they are on the first day of class. As for getting them to know who I am, I usually share background information about my name, how to pronounce my last name (i.e., PLAYZ-EAR), where I come from originally, the two countries I grew up in, my education journey, and how I ended up teaching at the college level. Progressively, I relate information about my family background, professional and community life, hobbies, interests as well as some of the struggles that I faced in life and how I was able to overcome some of them. I feel a much stronger connection with my students when they know who am as a “regular” person (not just a professor out there) who is authentic, empathetic, and supportive. So far, this has worked for me.
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Hi Jean,
This is a great idea! Have you ever had an experience of a student coming late to class or missing the first day completely? I have had that situation and have struggled to help those students connect with the rest of the class because they haven’t had the shared experience of introductions on the first day. Maybe a way to account for this would be to have at least some of the introductions take place asynchronously via a discussion post, introductory video, etc.
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Jean-Yves, your icebreaker activity sounds like a fantastic way to build community and familiarity among your students from day one. It’s impressive how you manage to memorize each student’s name and something unique about them. I hope I will achieve that one day; this undoubtedly makes students feel valued and seen. How do you maintain this sense of individual attention and community as the semester progresses, especially with new students who may join the class late? How many students do you have in your class? I have 100.
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In the beginning of the class, I ask students to share their biographies and interests. I also ask them to include details of life experiences and how relevant this experience is to this class. I share my life and educational experiences with them during the semester.
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Along those lines, here is an organizer I have used to help me get to know my students. They appreciate it when the professor also fills it out and posts it. 🙂
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+1 to this. I think students like to learn about their professors as well. I think it’s important to participate in “getting to know you” activities because it communicates the idea that the professor is part of the community!
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Lyubov, asking students to share their biographies and how their life experiences relate to the class is a thoughtful approach to make learning more relevant and personalized. By sharing your own experiences throughout the semester, you’re modeling vulnerability and openness. How do you ensure that all students feel comfortable and safe sharing aspects of their personal lives in a classroom setting?
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On the last board, I shared https://app.bookcreator.com/ as a fun way to get to know each other.
I have been having my students create “Genius Boards” inspired by the work of Gholdy Mohammad.https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html She does A LOT of online seminars and podcast interview if you want to get a sample of what this framework is like.
I also love using Bitmoji as a fun way to get to know students and get a better sense of what they are thinking and feeling – especially in online courses.
I am happy to share student samples, but I don’t want to post the link on the public board. 🙂-
Deborah, your use of organizers and creative tools like Book Creator and “Genius Boards” to get to know your students sounds incredibly engaging, I will definitelly look into them, thank you for sharing the links. These tools not only allow for a fun introduction but also support ongoing engagement and creativity in learning. How do you integrate these personal insights and creative expressions into the broader curriculum or specific learning outcomes?
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Hi @deborahgreenblatt – I’d love to hear more about how you use bitmoji for your online classes. (I regularly teach an online sync class and always looking for ways to connect with students more.) Thanks! 🙏
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Hi Deborah,
I wasn’t familiar with app book or Gholdy Mohammad. Thank you for those resources! I’m really excited to read more about Genius Boards!
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Dear Deborah,
I love these ideas. I use Bookcreator for a long-term project, but did not think of it for the getting-to-know you activity. I love the idea of Genius Boards.
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I like to share things with students about myself and how I chose their career path, which they can connect to. I ask my students to do the same. We are a two-year program, so students become very close throughout the program.
I like to use a blackboard to have students introduce themselves and give us fun facts.
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Catherine, sharing your own career path and encouraging students to do the same is a great way to foster relatability and mentorship within the classroom. Using a blackboard for introductions and fun facts is a simple yet effective way to break the ice. In your experience, how have these personal exchanges influenced the dynamics and learning outcomes of your program? Did you notice a difference between introverts and extroverts?
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Hi @cmonchik – I’m curious… how do you use Blackboard for this? Is it through the discussion boards?
One variation I’ve done is sharing hints about fun facts… then other students have to guess what the answers are. (e.g. a hint about a kind of pet I have)
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I feel that my critical thinking class lends itself well to getting to know students, at least in the sense of learning what students think about many things. Throughout the course, I have students discuss a number of questions about various everyday topics, including topics related to school and education, modern life, and ethics. T0 discuss these topics, I will often put students into groups and give them a statement that can either agree or disagree with. They are then asked to give a reason in favor of the statement. The activity has a two-fold purpose: the first is to get them to say more about what they think. The second is to practice making arguments, which is a big component of the class.
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It’s great that there’s so many opportunities for you to hear your students’ thoughts on various topics throughout the semester, Danesh. In my chemistry classes, other than discussion boards, after the first day of class discussion, I’m not so lucky!
When students are in groups, is there a group leader who shares with the class at the end? I’m wondering how YOU are able to learn the thoughts/opinions of individual students as the classroom facilitator.
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I teach a general education interdisciplinary course on American musical theater with the context of American history–how society and art reflect and shape each other, and how revivals/revisals reflect changes going on in the larger society over time. The specific theme examined is the definition of a “real American” and its meaning in the context of social privilege. The course is one topic out of a multitude of other topics. Some students choose it because they love musicals while others choose it as a palatable (or not so palatable) option that fits other priorities like scheduling and enabling them to take enough credits to be full-time for the semester.
I start the course by acknowledging that not everyone is necessarily happy to be there and express the hope that those who are dreading the semester will find the course to not as unpleasant as they fear. Maybe a few of them will be coverts–although that’s not necessary to pass the course. I then discuss my own experience in relation to the topic and ask students to share their own. There’s usually at least one brave soul who “confesses” to not liking musicals; I use that as a springboard to discuss that this is a course designed to help them examine their own definitions of “real” Americanism and their own relationship to it. (Not all of my students are U.S. citizens. Sometimes we get to discuss how one gets to be defined as a “real” _____, depending on what students want to share over the course of the semester.)
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Sounds like a great way to bring together your course content with students’ identities and experiences! Do you use any other activities in the classroom to get to know students on a personal level?
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This thread offers a treasure trove of innovative methods to connect with students personally and academically, fostering a deeper understanding of their backgrounds, interests, and aspirations. Narendra’s approach of sharing personal life experiences and inviting students to do the same creates an open and reciprocal learning environment, which is essential for building trust and engagement. The specific inquiry about how these exchanges are facilitated is critical, as the medium can significantly influence the level of student participation.
Each of these strategies, from personal storytelling to creative technological integration, illustrates a robust commitment to understanding and valuing the individual journeys of students. This approach not only enhances academic engagement but also fosters a supportive and dynamic educational environment.
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I like to start with the “2 word check in”- which allows students to choose 2 words to describe how they are feeling. Then I like to have students work in pairs to “interview one another” for active listening and present on their partner- facts about them 😉 another fun way to get to know students is playing a guessing game (using a “hangman type game”- where students try to guess another’s “favorite food, activity, etc)
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These ideas sound great for both allowing you to connect with your students and helping them build relationships with one another! Do you have a template or a word list that you would be willing to share for the “two word check-in”?
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I’m with you as I love games! I do one too about guessing favorite activities and sometimes even guessing first names. (This specially works well if I haven’t read the roster and I can guess along with the peers.) Your idea of integrating a hangman-type game now got me thinking!
I imagine these activities go a long way in helping students feel more at ease and really breaking the ice. ⛏️🧊😃
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When I host workshops, I ask for the participation of the students. Usually, after talking about the workshop’s topic, I ask if anyone would like to participate and share how they relate their experiences with the topic I am presenting. For example, if the topic is time management, I ask for volunteers to share their experiences with time management. Therefore, an opportunity to interact with the students is initiated, and I direct the interaction with questions about time management with the volunteers, and sometimes evolve into inquiries from the students.
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This is great! One technique that I have found to increase everyone’s participation with a discussion prompt like this is a “Think-Pair-Share”. Participants will silently think about their response to the topic, then pair up and share their thoughts with a partner, then a few people can share with the whole group what they discussed in their pair/small group. This way everyone gets an opportunity to participate in the conversation.
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“Think-Pair-Share” is the best!
Any advice for doing think-pair-share for online classes? Thanks!
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I use a blend of activities garnered from advice from colleagues and various CUNY CITA initiatives (thank you Transformative Learning in the Humanities & SoTL!). In recent semesters my main activities have been:
1) Icebreaker padlet available 2 weeks before class, where students add their pictures and share some details about themselves (sometimes this is paired with a guessing game – e.g. not sharing a hobby directly but hints about a hobby and peers guess in the padlet or in person).
2) Asking students to write me an introductory letter answering several questions about their academic journey and any concerns about the course
3) In-class hopes & expectations activity where students answer several questions and then we discuss them together and pick out some main themes to form class agreements for the semester (sample).
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Dear Casandra,
Thank you so much for adding these. I like the idea of a guessing game, but all the ideas are great.
Best,
Liz Klein
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Even before my courses begin, I try to connect with students to find out more about them and their interests. I record an upload a video in which I introduce myself to my students. I also ask them to complete an intake form that asks questions about them, including their academic and other interests, their learning goals for my course, and their goals in life in general. I introduce myself to students again in class and give them the opportunity to ask questions, which many students do. This gives them the opportunity to learn more about me and the path I took to becoming a professor. I also ask students about what motivated them to take my course. Whenever possible, I try to incorporate students’ interests into my lessons through readings, examples, case studies, and discussion topics, and I show students how the course content is relevant to some of their scholarly and non-scholarly interests.
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On the 1st day of classes, we spend the first part of the lecture on introductions: I start by introducing myself as the instructor to the class: I tell them what my name is, what degrees I earned (and that I earned them from Brooklyn College <3) and that I am a PhD student now. I also let my student know that they can reach out any time: during class (by raising their hand) to ask questions, after the lecture is over, via email, during office hours, and through the Computer and Information Science department’s office phone.
Afterward, as part of a fun icebreaker, I ask every student to introduce themselves to the class by saying what:
- Their name is,
- Their academic year is (Freshman, Sophomore, …, 2nd degree, etc.,) and
- One of the following questions (chosen randomly for each class I teach):
- What is your major, or, if undecided, what courses/subjects/topics/areas are you interested in the most?
- What is your dream job/profession?
- What topic from those listed in the course’s schedule, or even those not mentioned in the schedule but you heard of before taking the class, are you looking forward to learning about in our course the most?
More types of questions might be added in the future 🙂
[BTW: CUNYfirst lists the majors and academic years of all students enrolled in a class, yet the reason I am asking this question is that establishing even the most simple conversation/discussion with the student will increase the student’s confidence, and make the student feel welcome in the class, regardless of the student’s major or year.]
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There are so many good ideas on this discussion board. In the beginning of the course I either have student post a short video using their method of choice (Prezi, Loom, etc.) to introduce themselves and tell something unique about themselves or I use Padlet. If we are meeting in person we can also repeat the same exercise, so students can connect with the class. I tell them about myself and usually upload a video using Prezi or the Padlet video. I use Snag It! for asynchronous courses as its got some more tools on it.
I have also integrated icebreakers into most sessions, which I call warm-ups. Usually, the warm-up is related to the topic of the day. Since I teach students studying to be elementary school teachers we do some of the fun things like sing nursery rhymes, read poetry and draw. I am careful to try and call on volunteers or sometimes when we sing on Zoom, I’ll tell everyone to unmute at once. It really gets everyone excited because they work with students all day. It helps them to unwind.
For my asynchronous courses this summer, I think I will make the Genius board an option. I think most of them will choose video, but this may work well for my hybrid courses. Thank you Deborah for that suggestion of usiing a Genius Board.
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Hi Elizabeth,
I like the idea of a warmup/icebreaker for each session throughout the semester! I would like to incorporate more of those fun activities as a way for students to get comfortable and connect with each other in my classes this semester.
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I have the students write a “letter to my teacher”, in essay format and submitted on BB, where they introduce themselves, major, career goals, responsibilities (jobs, caring for children or other family members), commute time, what they are excited about for the course, nervous about, anything else they want to share etc. I respond to each one individually. However, this doesn’t help much with them getting to know one another and sadly I sometimes forget what they have written before I am able to put the name to the face. I also do some icebreakers and in class intros but they could be better. So, I am definitely interested in some of these other ideas.
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I have a Google form called the Art Experiences Questionnaire (I used to give out a printout on the first day of class), and I ask students to describe their previous experiences with art, such as studio or art history courses in high school, trips to art museums or galleries, self-taught creations, and relatives with art. In class, students share the same things, and I take notes on them (but the form helps to keep more accurate records). I’ve been doing it for years, and I’ve amassed some interesting data on the lower amounts of art exposure in recent students. Fewer and fewer kids take art courses in high school because they are not required, and those who do take them end up focusing on art-making and technical skills rather than history. I would love to visualize the data and show these dwindling statistics to students.
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In the course I teach, I will start by posting a warm welcome letter on BB before the semester begins. During our first class, I will introduce myself by sharing my professional background, personal interests, and goals for the semester. I will also allow each student to introduce themselves, share why they chose their major, and discuss their aspirations for the semester.
After reviewing the workshop readings, I consider integrating the discussed value systems into my teaching approach. I want my students to understand that teaching this course is vital to my life. Additionally, I aim to create a space for students to explore the connection between their personal lives and the course material. This approach will cultivate a sense of community, purpose, relevance, and value, ultimately motivating students, increasing engagement, and leading to progress and success in the course.
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At the start of the semester, I have a Discussion Board in Blackboard where I ask students to introduce themselves and tell the class and me about their interests. After reading through the module, I am going to make my question a bit more purpose-oriented and ask what specific things they hope to get out of this class. Even if the class is just a prerequisite for classes they might be more interested in, I will try to show why the content covered in my class will help them understand those other classes.
In one of my classes, students have the opportunity to write a research paper on any cell biological topic. Some students don’t know what topic to choose, so I try to show them how cell biology is relevant for them. It can be as diverse as understanding the cell biology of a rash they got from poison ivy or understanding the mechanism of action of a treatment a family member is undergoing for a certain disease. This is an assignment students really enjoy as a result of seeing its relevance.
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One of the projects I assign asks students to develop a research question and use themselves as a research subject to collect data. That way, they get to use course material (statistical methods in psychology) to learn something about themselves and hopefully recognize the relevance of the course to their personal and professional lives.
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In the first week of class there are several opportunities for students to introduce themselves to their classmates and to me. I model several of these tasks by giving information about myself. In one early writing task, students write a letter of introduction to me. This assignment allows them to be direct and honest with me about who they are and what they might need. In this letter I ask them to tell me what is important for me to know about them: essential information or background about who they are, what their major is, what their interests are, and what their future plans are. I also ask them to tell me specifically and honestly why they are taking the course–all honest reasons are valid. If they are working, they can tell me about their job. If they have a family, they can tell me a little about them. If they are taking other courses, they can tell me what they are. I also ask them to highlight at least one detail about themselves that they think might make them unique from other students in the class. I also ask them to complete a survey that asks about to share other information, like comfort/experience with online classes, possible barriers to their success in the class, etc.
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In your course(s), how do you get to know your students? Share an activity you use, or plan to use, to learn about students’ personal information, interests, and/or goals.
I have students write about themselves, and I learn about them from our discussions as well. Their first writing is about their experience in English class; in this way, I learn about what challenges students have had in the past and get ideas about how to help the more insecure students gain confidence about their capabilities. Their first essay is about a challenge they’ve overcome. I find students very open in these essays, some really discuss trauma, though I tell them they can write about light or heavy things; it’s up to them. In the last two years, many students have written about their loneliness during the pandemic. This inspired me to do more get-to-know-you exercises. They interview, introduce, and write about each other.
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Like many others posting to this board, I try “icebreaker” activities that help me learn the students names and their interests (and each others’ names and what they have in common). Since I teach media studies, my “getting to know” you questions tend to involve your favorite movie, TV show, favorite when you were a kid, preferred source of news, stuff like. I often share with these students that when I was first working as a teaching assistant way back in 1997, I once asked students returning from winter break the last movie they had seen — every single one of them said Titanic (well, not me, but that’s another story). Nothing like that has ever happened since, in a media environment where choice of platform and quantity of content have ballooned exponentially in the intervening years. Now, in a class of 30 students, you can get 30 different answers when you ask a question like that (though it’s likely that there’s some overlap), we don’t share as many cultural referents. So I’m able to move from an informal conversation about our media consumption habits to a more formal passage about the structure of the industry, and back again. I also think it’s important to ask students about their career goals, though I often do that privately as an ungraded question on a quiz or something like that.
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First day ice-breaker – I share my own undergrad experience taking the course I am ‘now teaching’ – and ask why they are taking the course; and what their interest are beyond the course. I invite them to my drop-in hour (aka office hour) to discuss their goals – recognizing that not all students want to share with the entire class.
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We begin by introducing ourselves in Spanish on the first day of class. Each student shares their name and country of origin. I start by providing my information and showing them a map highlighting my country and city. As they mention their countries, I mentally note each one, which will help me incorporate cultural examples throughout the semester. I also share anecdotes about my studies and how I studied in Arkansas before moving to New York. The students enjoy learning about their instructors, and this personal connection helps to build a bond.
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I use ice-breaker activities such as finding something in common in a small group, and sharing with the whole class their interests and what they are passionate about through using some photos/images.
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This discussion board is such a valuable resource! I have to say I struggle with getting to know my students on a personal level due to the nature of the course I teach (Biology lab). The course usually requires covering and performing experiments under a designated timeframe, which is difficult to deviate from. This is why, I tend to host extra training sessions for students in person, during these sessions, I get to know students on a personal level. However, I plan on implementing some of the ideas that were shared for better connection:
- Share my personal information in person with more in detail in Brightspace.
- Create an online form to ask them the following questions
- Name and preferred name
- Major
- Why are you taking the course?
- What do you wish to learn from the course and from me as an instructor?
- Do you have any current fears from the course? what are they?
- Are you struggling with certain study habits?
- Are there current personal situations that you believe will hinder your performance in class?
- Fun fact about yourself
- Since students have to work in groups of triplets, I will design an icebreaker for students to get to know their groups. (Still unsure about the format and content)
- Would really love to explore Genius Boards suggested by Deborah!
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I ask. However, it is important to note that I also tell students that they do not need to share personal information because it is personal. As Michael Stipe said in an interview somewhere in the early ’90s, when asked about his sexuality, ‘Unless you are sitting on my lap, it’s none of your business.’ I agree, and since no one in my college setting is welcome to sit in my lap (or however you want to make that a metaphor), no one has any right to or business with any aspect of my identity. I think we over-share, we very unreasonably insist that students state their identities, and we assume that this is showing students that we are aware of them as individuals and that we are being inclusive. I don’t think this is how this is perceived. Rather, students often feel (because they have told me this) that we are putting them on the spot and demanding information about their identities. They also explain that they are afraid they are going to be judged based on what they say. I have had quite a few students say in course evaluations that they appreciated that I did not make them state their identities.
That said, I ask them about their purpose, why they are in this course, what they hope to get out of it. I invite them to refer to their identities if they feel they are relevant and if they are inclined to do so. I tell them, also, my philosophy on personal life, that I will share very little of my own, because it is personal, and that they should feel free to follow my model, or not, as they feel most comfortable. Purpose, however, is something students consistently feel comfortable speaking to. Sometimes they will address why they have or have not liked their classes in a discipline in the past, and this allows me to address what they might be able to get out of a class.
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