Appreciative Teaching - Dr. Bruce A. Johnson

Appreciative Interactions Can Bring Out the Best in Students

Adult Education, Appreciative Teaching, Higher Education, Online Learning

When you’re assigned an online class, what is your mindset, as to the responsibilities you’ve been tasked with completing? Do you have a particular checklist ready to use in preparation for your duties? Is there anything you do to mentally prepare for the start of the class? Do you think about how you’ll interact with your students?

Based upon my experience, there are two commonly held views by online instructors. One is to approach your instructional role as a series of tasks to complete, a class to manage, and students to address in a fairly routine manner. The other is to view this role from the perspective of being an educator, mentor, coach, and someone who can make a direct contribution to the development of your students. Most instructors develop a standard working routine, and over time they come to rely upon it, without having to think about how they are going to engage with their students.

Once a new class begins, and you’re at the initial starting point, it is unlikely you’ll know anything about the students. If they share their introductions during the first week, you can gain insight into their experience and goals. Yet it’s the learning activities, or engagement in the course itself, which reveals the capacity and capability of every student to learn and develop. As their instructor, you hope they will be able to meet the minimum requirements, follow instructions, comprehend materials, get started, and be truly self-motivated adult learners. But the reality is often quite different.

An online class needs one vital element to ensure students are performing to the best of their abilities, and it’s an instructor. Why? Because the learning process is relational, as is teaching. Students develop a relationship with their course, and either sustain or lose motivation week-by-week. Students also develop a critical relationship with their instructor, one interaction at a time. Should that relationship fail to fully develop, the online class will become almost mechanical in nature, as to how it feels to students.

It is essential to the longevity of each student in class, and their best performance, to find they have a highly accessible, engaged, and caring instructor. More important of all, students need to feel an emotional sense of satisfaction as they are interacting with their instructor. This can be accomplished in any class, and with any subject matter, through the use of appreciative interactions. When appreciative interactions are implemented as a teaching strategy, even the most challenging communication scenario can become a teachable opportunity.

Meaningful Interactions

For any online instructor, thinking about interactions with students may seem insignificant or inconsequential to the overall scope of classroom management. I’ve worked with faculty development long enough to know there are many other areas faculty can continue to work on and refine. In fact, most interactions may seem to be routine in nature. For example, a student sends a message with a question, and a simple response is needed. Or an instructor posts a discussion question response to a student on the discussion board. Both of those interactions seem fairly routine, and require little continued evaluation, correct?

My answer to the question is not exactly. Within an online classroom, every interaction has potential meaning and impact. This includes every word choice made, the style of writing used, format of the message, and perceived tone of the message or post. It is also perceptual in nature, including your perceived demeanor and overall disposition. All of these seemingly irrelevant factors greatly influence the message conveyed in every interaction you have with students.

Relational Nature of Interactions

Why do interactions matter? Students are either going to find they can develop a relationship with you, because you are a supportive instructor and have a positive tone, or your interactions are demeaning and create negativity. When students feel supported and uplifted, because of positive interactions with you, it will help to bring out the very best in their performance. This is especially critical when they feel challenged or discouraged.

In contrast, if students send a message and the response received from their instructor is perceived to be unhelpful, uncaring, and/or unresponsive, they will likely not attempt to interact with that instructor again. This can be quite disruptive to the progress a student is trying to make, if they feel stuck and do not want to speak with their instructor again for any reason.

What this also does is affirm why every interaction matters, and as someone who is responsible for the academic growth and development of your students, those interactions are not interruptions or unimportant messages. Every time you work with a student, you have an opportunity to teach, coach, and guide them to success. What will also help emphasize your concern for their developmental progress is to show appreciation for them.

Building Bridges to More Effective Interactions

The development of effective classroom interactions can be significantly improved when instructional tools are used as a means of building bridges across the distance gap. The reason why these tools are important is they establish a tone and purpose for your role as an instructor. Students begin to observe who you are and what it may be like to interact with you in the classroom. This is why each one of them becomes so important to use, and implement as effectively as possible. There are three primary tools I use to accomplish this goal.

Course Announcements: While a Course Announcement can become very rote in nature, as to the content developed and posted each week, it is also possible to create something much more meaningful. If you take some time, for the development of your announcements, you can create a message that has a personality and warm tone. For example, I create a weekly announcement and introduce the subjects being studied through an instructional video. This turns a static post, which could be easily ignored as just another random message to read or ignore, into a message students connect with and gain something of value from each week. This tells students you care about what and how they learn.

Course Messages: Whenever I’m sending a message to a student, or the class as a whole, I never think of it as “just a message”. I consider the potential each message may hold to connect with the student or students it is being sent to. This requires paying attention to the wording and perceptual tone of the message. What this demonstrates to my students, and it can do the same for you, is my level of dedication and concern for them.

Discussion Posts: The same rule for class messages applies to my discussion posts. I never want to post something just to meet a facilitation requirement. I do understand how much time and effort class discussions take, and the fact online discussions are falling out of favor among online schools, yet there is still tremendous value to be found if they are utilized appropriately.

I know from having worked in online faculty development for over a decade what happens when other facilitation duties, such as grading, take more time than anticipated. The class discussions are given minimal consideration. However, I simply ask this: What would your approach be if you walked into a traditional classroom, with students sitting there waiting for you, and you gave them only a couple minutes of your time to talk about the course topics? I do not agree with the elimination of course discussions, and never will, as I know how learning can occur if developed and implemented with meaning and purpose. If discussions are in your course, take time to be engaged and watch how your students respond in kind. While some may not respond fully, a majority will respond well to you and your efforts.

Developing Appreciative Interactions

There are tools available to help bridge the distance gap; however, this is not enough by itself to help encourage students to perform their best, especially online students. Consider the perspective of online students and how they are completing their coursework. They are likely balancing other responsibilities, trying to stay motivated, and hoping to feel capable enough to write posts and papers. What is the key to helping them, as their instructor? I’ve found it comes down to a human connection, and most important of all, demonstrating appreciation for them and their efforts.

If I am going to connect with students, and demonstrate appreciation, it can best be done with every interaction I have with them. The three primary interactions in which I can develop appreciative interactions include:

Appreciative Discussion Posts: When I post a reply to a student in the discussion board, I begin first by acknowledging the student, and inviting the entire class into the discussion. For example: Hello John and Class. I use this approach as I am rarely able to respond to every student each week. I make certain to rotate my responses for a larger class, and ensure all students receive at least one reply by the end of the term. If there is a longer term, such as ten weeks, each student will typically receive a reply two or more times.

The next strategy I use is to show appreciation, by thanking them for their post. For example: Thank you for providing a thorough response. The goal is to always acknowledge and uplift students. I’ll quote an excerpt from the student’s response and add some insight from my own experience. Then I’ll bring in something from the course, course materials, and/or a supplemental academic source. I’ll pose questions and invite all to join in, and conclude with an appreciative comment as well. This keeps a positive tone for the overall post, which students respond to well.

Appreciative Course Messages: This is one of the most important course tools in which you can demonstrate appreciation, and often one of the most challenging to feel any sense of positive emotions about at times, simply because of the aggressive nature students may take when their expectations are not met. If you feel a negative reaction, you have to set their message aside, until you can manage your emotions and address the student effectively. Your emotional control is absolutely essential, if you are going to find a means of resolution that eases the tension for both of you.

Regardless of how the student has written or responded to you, it is imperative for your relationship with this student to develop a connection with them and demonstrate appreciation for them as a student. This of course may take some effort to achieve, yet it is possible to do. For example, you can show appreciation for their efforts and demonstrate empathy for their frustrations. Do your best to try to diffuse the situation, as best you can. I’ve written about disrespect becoming more commonplace with online students, and this makes the work of an instructor even more challenging. You can use tools such as Zoom, to speak with the student face-to-face, which may help diffuse the situation. When you develop a connection with your students, it is then you are better able to convey a message of appreciation for them.

Appreciative Feedback: Many instructors view feedback as a one-way process, something that is delivered to students to be read. Yet I have discovered this is also an interaction, one that carries significant potential to help build connections with students, and one that allows me to demonstrate genuine appreciation. The first essential element of feedback is that it must be personalized to each student and never canned commentary. My experience with faculty development has shown me how easy it can be to plug in canned comments; however, students learn right away if all they’ve received are a few pre-developed comments.

Here is one of the most discouraging aspects of canned commentary: Students develop a perception their paper and/or posts have never been read. More than likely, they are probably correct. What happens next? Students start feeling as if they do not need to put in as much effort any longer. Another issue that comes up when instructors are not reading papers closely is plagiarism. But one of the most important issues, as related to missed potential, is the loss of development towards a supportive relationship with students.

If feedback is personalized, this demonstrates you are being responsive to their needs, concerned about their well-being, and you can influence their development. In addition, with personalized feedback, it is possible to show appreciation, and all it would take is just a few comments to help uplift your students. Now I’ve had instructors tell me, “This paper is so poorly written, I cannot find anything good about it to praise”. My response is always the same: You can thank the student for their effort, if nothing else. I always look for something to show appreciation for, to demonstrate I care, and you can to. This will help you connect with your students, and build productive relationships.

Appreciation and the Power of Positivity

There are always two approaches to classroom instruction: Demand compliance to course requirements, or encourage completion to the best of the ability of your students. For many instructors, online classroom management becomes mechanical in nature over time. This means checking into class, completing feedback via a rubric, posting a few discussion messages, and answering messages when needed, without giving any of it all much thought. Yet there are some who begin a class with a mindset of helping students as individuals who are on an academic journey of growth and development. They see students as those who will perform best if their instructor connects with them.

When you demonstrate appreciation, it helps create a mindset that brings out the best performance in students. The reason why is that it harnesses the power and potential of positivity. You become focused on the potential of your students, rather than their weaknesses, which creates a monumental shift within their minds. Students experience an emotional reaction that helps instill confidence, resilience, and perseverance. What you are doing is acknowledging them in a manner which validates their hard work, contributions, and continued progress. The more you can find ways to show appreciation for your students, the more likely they are going to flourish in your class and beyond.

About Dr. Johnson

Dr. Bruce A. Johnson has 35 years of experience teaching and training adults. The first half of his career was spent in the field of Corporate Training and Development, with his last role as Manager of Training and Development.

Then in 2005, he made a transition into the field of distance learning. Over the past 18 years, he has been an online instructor, Faculty Development Specialist, Faculty Director, Faculty Development Manager, and Dissertation Chair.

Dr. Johnson is also an inspirational author, writer, and educator. His life mission is to teach, mentor, write, and inspire others. He has earned a PhD in Postsecondary and Adult Education, a Certificate in Training and Performance Improvement (TPI), a Master’s in Adult Education, and a Master of Business Administration (MBA).

As a scholar practitioner, Dr. J was published in a scholarly journal, and he has been a featured presenter at an international distance learning conference, along with presenting at three faculty conferences. He has also published over 230 online articles about adult learning, higher education, distance learning, online teaching, and mindset development. Dr. J published three books related to higher education, including two about online teaching.

Getting Down to Business: A Handbook for Faculty Who Teach Business.

Transform Adult Education: Expert Teaching Strategies for Educators.

Transform Online Teaching: Expert Strategies and Essential Resources Every Educator Needs.

Come join Dr. J’s new group, Motivation for Transformation:

• Any time of the day, visit this group to find your source of motivation, to be inspired and more importantly, have your mindset transformed: Motivation for Transformation

Dr. J offers transformative resources

Please visit the Books page and Store page for more details.

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December 17, 2021/by Dr. Bruce A. Johnson

Encourage a Sense of Hope to Help Students Succeed

Online Learning, Adult Education, Appreciative Teaching, Higher Education

Do you ever feel so completely overwhelmed by the external circumstances around you it seems almost impossible to remain calm and steady when you need to be present in the classroom? As an educator, you have to somehow separate yourself from the emotional reactions you may be experiencing, if you want to have a clear mind and remain focused on your students. But this isn’t always easy to do, especially if you continue to pay attention to the news and social media. It can leave you feeling emotionally drained.

Yet consider your students and what they expect of you as their instructor. You are expected to be focused on their needs and ready to guide them through the learning process. Instructors are really not “cut some slack” for feeling overwhelmed and having a less than perfect day. When you are involved in your instructional role, and supposed to be focused on the developmental needs of your students, there is no downtime provided. This means you either must be plugged in mentally, and fully available to provide quality instruction, or you need to ask someone for help.

Why is all of this so important? If all of these circumstances are so challenging for you as an instructor, consider how even more challenging it must be as a student. I’m an online instructor and my students are typically the non-traditional learners, who are working full-time while also attending school. They are not only balancing work-related issues, most are also addressing pandemic-related issues, which may include financial challenges, home schooling, remote work, and the list continues. These students are feeling the impact of significant stress, while also attending school.

As an instructor, you must set aside the events of the day and focus intently on your students. If your students needed your attention before, and assistance to be able to persist, they need it now more than ever. In fact, many students need to feel a sense of hope, in order to continue on in their academic program. There are many students who are internalizing negative reactions they experience, and absorbing negative emotions from those around them, and the result is a feeling their hard work may or may not pay off in the end. Your encouragement, while they work, is vital to their success.

It’s as Simple as: I’m Here to Help

The first key to the establishment of a relationship with your students is availability. It is being responsive and demonstrating your appreciation for their effort, contribution, and attempt. Even if they may a mistake or get everything wrong with a written assignment, there was an attempt. The point is they showed up to class and they were present. You must also mirror that presence with your willingness to be available and ready to assist them. That readiness can be developed in multiple methods. Just be certain your students know it will be consistent from week to week.

I’m “old fashioned” in that I offer Office Hours during the week, which includes daytime and evening hours. I also offer Office Hours on Saturday, which I understand seems out of the ordinary and a significant investment of my time; however, we live right now in extraordinary times. If I can assist and resolve a student’s concern with five minutes of my time, it is time well spent. When I began teaching online over 15 years ago, the institution I worked for required weekly Office Hours and it was instilled within me, as to the value and benefit it could offer to students. I’ve never forgotten it and even know what it was like from the perspective of being an online student, when instructors I had offered it.

What can also be transformative is your disposition towards your students. When you are in the classroom, engaging with learners via email or classroom messaging, be careful about the words you use. A simple statement in reply to a classroom message or email, such as “I’m here to help”, can change the disposition of a struggling student. I also include this statement any time I provide feedback, whether it is formal feedback for grading, or informal feedback to help guide and coach a student. Those words let the student know I am a resource and available for them.

Give Students a Reason to Feel Hope

If you are teaching online, it will not be easy at first to determine if your students are adapting well to the class, or if they are facing challenges related to the current external environment. As the class progresses, you may receive emails or messages which inform you of their status and challenges. The most difficult aspect of teaching online now is observing students who struggle and not knowing if it due to a lack of academic skills, motivation, stressors, pandemic-related issues, or any other number of reasons. During a “normal” or pre-pandemic time, you could provide resources related to the specific academic problem. But now there may be a number of factors interfering with the student’s progress.

This is when your relationship with students becomes even more important. In addition to availability, and the use of reassuring words, students will benefit from something beyond the scope of your instructional practice. This is the development of a mindset of hope. It doesn’t mean hope of a better life, career, or future, which is beyond the scope of the class. It is the hope their effort and time dedicated to classwork will mean something in the long term. If they feel hope, and they persist, then completion of a course will lead to completion of another. Eventually they will complete their degree and well on the way to completion of their goals.

How do you nurture a sense of hope in your students? You can implement at least one or more of the following strategies within your instructional practice to accomplish this goal.

Happiness as a Disposition: Students develop a sense for how you are feeling, whether you teach on-ground or online. This is reflected in the tone of your posts, messages, and emails, simply by the word choice used. My recommendation is that you make happiness a choice, every day you decide to interact with students. You can be happy regardless of circumstances around you, and maintain an authentic happiness, simply because you are able to teach. I look forward to interacting with my students, even when I am feeling the most challenged, and during the pandemic I was challenged. But I was determined to still maintain authentic happiness and you can too, just by the power of your intention.

Optimism as a Point of View: If you are going to help students feel a sense of hope while they work, then somehow you must also hold a point of view that is optimistic. This may go against every personal belief you hold, and yet, as an educator you need a different perspective during your instructional interactions. This is a time to promote a sense of what may come or what is yet to be, otherwise, why should students continue to work on their degree program? Keeping your beliefs out of the classroom and remaining neutral can be challenging, but this is needed if you want to enter into intellectual discourse with students. You need an objective lens from which to frame your discussions, based upon research and data, rather than bias and subjective opinions.

Positivity to Bring About Change: While happiness is a disposition, positivity is a specific strategy to be implemented within communication, posts, and feedback. There is quite a difference between a response that begins with “Student” versus “Hello Student”. A positive approach is one in which you, as the instructor, are viewed as approachable and easy to interact with, rather than someone who is to be feared and avoided. When students feel comfortable interacting with you, from the perspective of being able to send you a message or contact you, then you are presented with an opportunity to bring about change. This is when you can learn more about their background and the unique challenges they may be facing. I’ve heard of many who were facing pandemic-related challenges, which allowed me to work with them.

Encouragement to Develop Success: There is one aspect of teaching that I always believe in, regardless of societal conditions, and it is the use of encouragement. Whether I acknowledge a student for making an attempt or an effort, there always needs to be some form of encouragement within feedback provided. I know all too well, especially having been an online learner and not physically present to interact with my instructors, how it feels to receive cut and paste commentary that offers nothing more than rote statements. But a few words that seek to uplift can make all the difference in the next attempt made, and the decision as to whether or not the student will utilize the feedback provided. It all becomes a matter of building up the student’s confidence so they are able to become successful.

You are a Beacon of Hope

This is a challenging time for you and your students. I do not want to minimize the potential for stress that you, as an educator, are likely to experience. My intent with this post is to bring awareness to the potential influence you have on students, along with the ability you have to help them during a time when they need your guidance the most. Somehow, you need to be able to manage the stress and emotions you are experiencing, well enough that you can become a source of inspiration and hope for your students. They may or may not look up to you now, but they do expect you to be available to help them, especially when they become frustrated.

A positive disposition can become quite challenging to maintain at times, especially given how long the pandemic has been going on. Yet if you can shine a beacon of happiness, optimism, positivity, and encouragement, you will help to create a sense of hope for students, especially those who are struggling to stay engaged and motivated. I’ve found this can become transformative not only for my students, but for myself as well. As I see my students feel uplifted, and develop a sense of accomplishment or improvement in their disposition, I too feel better empowered to manage the stress of my day. Even if you only help encourage one of the most discouraged students this week, this sense of hope you’ve helped to instill within them will lead them to success in your class and beyond.