Never berate a student/the class or write in a negative tone. If additional information of a more specific nature is needed in response to a student posting, offer a general response in the discussion and send a private email or posting to the student. Always be upbeat.
Full Answer
Always have your postings reflect a professional and dedicated instructor, be certain any facts and course information are in sync with what is included in the course (including textbook and other class resources), and use your postings to reinforce important course lessons and to motivate students.
Give meaning to your posts. Don't ever write only "I agree" or "Good thought" or any other short response to another posting. Be sure to include details. For example: "I agree with Brian" is much different than "I agree with Brian. I had a similar experience where Theory XYZ came into play…"
This article will highlight some great tips for creating the perfect discussion post for your online college courses. Make sure that your posts facilitate comments. Sometimes in a discussion forum the questions can be worded so that everyone’s responses are similar.
To ensure that your responses to student postings in discussion are effective, incorporate the following ideas: The umbrella fact for all your responses: everyone in the class can read your postings. Each time we respond to a student posting we are also posting to the whole class—and your words will remain “alive” for the entirety of the course.
However, providing feedback in an online course is not as straightforward....Meaningful Feedback For Online LearnersSet Clear Expectations. ... Make It Actionable. ... Personalize It. ... Share In Audio Format. ... Be Timely. ... Encourage Peer Feedback.
The student:is a conscientious, hard-working student.works independently.is a self-motivated student.consistently completes homework assignments.puts forth their best effort into homework assignments.exceeds expectations with the quality of their work.readily grasps new concepts and ideas.More items...
It can be hard to know how to give students timely, helpful feedback in online classes....Try Peer Feedbackbreakout groups.leaving comments in Google Apps.PearDeck.FlipGrid.Padlet.Google Jamboard.commenting right in the video learning platform (like Google Meet or Zoom)
150 Positive Comments for Student PapersI never thought of it this way. ... What an amazing sentence!This is a wonderful thesis! ... I can tell you worked really hard on this!This thesis statement is superb!Wow, this is some of your best work yet!Way to stay focused! ... This is an excellent analytical paper!More items...•
This list was made by students.I'm happy to see you working like that.You've just about mastered that.You're really working hard today.I'm proud of the way you worked today.That's the best you've ever done.You're doing that much better.Keep working on it. You're good.Couldn't have done it better myself.More items...
Top ten tips for writing a great commentRead the article. ... Respond to the article. ... Read the other comments. ... Make it clear who you're replying to. ... Use the return key. ... Avoid sarcasm. ... Avoid unnecessary acronyms. ... Use facts.More items...
Examples of positive feedback to students would be: Recognizing the student's effort even though they missed the concept of an assignment. For example, ''I appreciate the hard work you've put into this paper; however, I was hoping you would have included information on the benefits of physical activity.
My experience with online learning is very stressful and hard. I felt this way because of how hard it is for me to understand the assignments and having to not be able to check with your teacher face to face if you are doing it correctly or not.
Giving Constructive FeedbackEstablish Trust. ... Balance the Positive and the Negative. ... Observe, Don't Interpret. ... Be Specific. ... Talk Face-to-Face. ... Don't Make it Personal. ... Provide Feedback Consistently. ... Be Timely.
50 Things You Can Say To Encourage A ChildThumbs up.You're on the right track now.You've worked so hard on that.I heard you say how you feel. That's great,Oh, that turned out very well.That's coming along nicely.I'm proud of the way you worked today.You've just about got it.More items...
Everyone loves to hear something nice, and that includes your students! Students of any age will feel so good about themselves when they read positive comments written right on their assignments.
100 Positive Student Comments to Utilize with Parents (Jan. 23, 2012) Recommended by Jen J., a third grade teacher in Michigan. Attitude The student: is an enthusiastic learner who seems to enjoy&n…
If you’re searching for report card comments for writing, you’ve come to the right place. Writing is a life-long skill that students will use for the rest of their days.
Too often, students associate schoolwork with negative feedback: the corrections that they get from teachers when they do something wrong. While correcting work with an eye toward improvement is important, students also need positive feedback to nurture their self-worth and to see their work in a positive light.
POSITIVE COMMENTS FOR STUDENT PAPERS A powerful argument! I commend you for your quick thinking. A splendid job! I commend you for your thorough work.
Distinguish “higher-order” from “lower-order” issues. Typically, “higher-order” concerns include such aspects as the thesis and major supporting points, while “lower-order” concerns are grammatical or mechanical aspects of the writing. Whatever you see as “higher” in importance than other aspects should be clear in your grading criteria. Whatever you decide, write your comments in a way that will help students know which aspects of their writing they should focus on FIRST as they revise a paper or write the next paper. For example, if a paper lacks an argument or a main point in an assignment in which either an argument or main point is essential (as is usually the case), address that issue first in your comments before you note any grammatical errors that the student should attend to.
However, while instructors often think of writing comments on papers as simply a means to justify grades, that purpose should be secondary to helping your students improve their writing skills.
Ask questions to help students revise and improve. One way to ensure that your comments are not overly directive is to write questions in the margins, rather than instructions. For the most part, these questions should be “open” rather than “closed” (having only one correct answer.) Open questions can be a very effective way to prompt students to think more deeply about the topic, to provide needed evidence, or to clarify language. For ideas on how to phrase open questions, see Asking Questions to Improve Learning.
Begin by making positive comments; when pointing out weaknesses, use a descriptive tone, rather than one that conveys disappointment or frustration. Give an honest assessment, but do not overwhelm the writer with an overly harsh or negative reaction. For example, do not assume or suggest that if a paper is not well written, the writer did not devote a lot of time to the assignment. The writer may have in fact struggled through several drafts. Keep in mind that confusing language or a lack of organized paragraphs may be evidence not of a lack of effort, but rather of confused thinking. The writer may therefore benefit from a few, targeted questions or comments that help them clarify their thinking.
Writing Center tutors are trained to provide students with feedback on the clarity of their writing in a general way and will not necessarily be familiar with the criteria you are using to grade papers, unless you or the student have shared those criteria.
Developing and using criteria is especially important when co-teaching a course or when asking TAs to grade papers for the course. Distribute the grading criteria to students (or post the criteria on the course Web site) so that they will know how you will evaluate their work.
Sequencing your comments can help make the commenting process more efficient. However, it is essential to communicate to students before they turn in their papers which aspects of the writing you are going to focus on in your feedback at which points in the semester (and why).
1. Teach and show your students empathy. 2. Don’t say anything online you wouldn’t say in person. 3. Ask yourself questions before hitting “post”. 4. Work with your student on the first few responses to demonstrate how to comment online. 5.
Parents and teachers should teach children to behave properly when using any online platform. It is necessary to tell them about the importance of positive self-image online. Whenever they are commenting on an online platform, tell them that freedom of speech does not mean going beyond boundaries.
What anyone writes online can be as permanent as pen on paper. Similar to email etiquette, social media etiquette is important and can go a long way in making someone feel comfortable. Be sure to teach this early before your student is ever online. One slip-up can be costly now or in the future. Hyvor Talk 2.0.
There’s no better time to teach students internet comment etiquette than before they get access to social media. It’s never too early to start promoting positive online behaviors.
Because discussion posts are graded and contribute to a student’s success in the course, it’s important for online students to learn how to develop strong posts that add to a meaningful learning experience.
According to Saint Leo Distance Learning Librarian Michelle Joy, “The purpose of discussion posts is to facilitate discussion similar to what would occur in an on-site class.”
While specific requirements may vary depending on the course and the instructor, basic requirements generally include a weekly discussion question, or a choice of multiple weekly questions, to which students are required to make an initial post by mid-week. After that, students usually respond to at least one or two posts from others in ...
A fundamental component of online courses, discussion forums give students the opportunity to engage in scholarly discourse. There’s a common myth about online learning. It’s that online students are isolated and can remain anonymous – and that online learning lacks the lively, scholarly debate that takes place in a traditional on-ground classroom.
If you don’t understand something, email your instructor right away and ask for clarification.
Don’t use emojis, exclamation points or contractions.
Discussion forums are an exciting part of online college degrees. This area is the foundation for two-way communication with your instructors and classmates. The discussion forum is the heart of the online course as it serves as a platform for learning and engaging.
There are many strategies that you can employ to make your online discussion posts stand out to gain attention from your classmates and instructors. It’s as easy as increasing the quality of your content, change formatting, post early, and marketing yourself through a catchy title.
First, identify a group of peers whose opinions you value (by judging the quality of their posts and responses to other classmates) and make sure to respond to at least one of the members of that group each week.
Remember the saying; the best way to make a friend is to be one. Well, the best way to be responded to in the discussion forum is by providing good responses to your classmates.
If you say the same thing everyone else says, you can expect the same results. Add something different, something of value, and look at the changes to your response rate.
People love to read stories, because it helps them feel an emotional connection to the content.
Don’t be afraid to inter twine the course content learned in different courses to supplement your discussion forums. Learning is funny: even though we might just think that all courses are taught in isolation, they all really combine as pieces of a larger puzzle.
It is a place where you can get to know your fellow classmates as well as your professor. It is also your opportunity to share information with others and most importantly, to get help. So, you need to create stellar postings if you really want ...
If you don't have those tools or are uncomfortable using them, use your favorite word processing software or text editor, like Microsoft Word, and then copy and paste (<Ctrl-C> and <Ctrl-V>) your posting to the discussion board.
Before writing a single word, make sure you have prepared yourself by doing any course work required — reading, assignments, research, etc. No one wants to read a post that rambles on and doesn't have a point.
Discussion posts duplicate this interaction when you are online. In the virtual classroom, you use the keyboard instead of your voice. So when posting, remember to keep your tone and language conversational.
What is it you want to say to your fellow classmates and your professor? Try to limit yourself to the topic and make sure your point is relevant. An "A+" posting will make that connection between the theories and ideas and real life.
That backup can come in many forms including the course material, the news, research studies or even your own personal experiences. Including these points in your posts will also demonstrate your knowledge and understanding in the topic. It is a good idea to have these points jotted off to the side and handy so when you write the posts you are not breaking your train of thought.
References also helps forum members better answer your questions, as they can clearly see where your coming from.
Online Discussions: Tips for Students. Online discussions can help you prepare for class, learn discussion skills, practice your writing skills, and learn from others. To be successful, you need to translate your face-to-face discussion skills to the online environment. Remember that online discussions are first and foremost dialogues, ...
Remember to disagree respectfully (no name-calling or obscenities) and support your point with evidence, but do not feel bad about offering a different interpretation.
You can also turn your thoughts into questions or play devil’s advocate. Remember, though, that opinions aren ’t arguments. Be sure to support what you say with references to course materials or outside sources, such as readings.
Give positive feedback to one another, use light humour, avoid comments that could be taken as insulting, use first names, respond promptly to each other, and offer assistance. Also remember the lack of nonverbal and vocal cues in the online environment. You’ll need to label emotions (e.g., “I’m confused about this” or “I feel strongly”) because no one will pick up on how you feel otherwise.
If the original message is lengthy, cut out what is not relevant to your response. And if the original has many paragraphs, you could place your comments between the paragraphs to give readers the context for your ideas (Vonderwell, 2003).
If you’re the first to post, strive to encourage discussion. Get others thinking (and writing) by making bold statements or including open-ended questions in your message. Those who post first are most often responded to and cited by others. Remember to check back and see if and how others have responded to your ideas.
Remember that online discussions are first and foremost dialogues, not writing assignments. The following tips highlight key features of effective online discussion strategies, whether for discussion groups or live chats.
Remember, discussion and dialogue ought to be part of your school’s communications goals, so do all you can to encourage comments. Make it clear to anyone using your social media channels that you welcome their comments – positive or negative – but they must be fair and must play by the rules that you can set.
This trail of action helps all school officials involved and/or responsible on the same page in handling negative comments.
Put your communications skills to the test by responding quickly with a concise, well-thought-out comment that reflects positively on the school. Do try to see their side. Put yourself in the commenter’s place and make sure your response is the kind you’d like to get if you were in their shoes. Don’t ignore.
Two of the popular social media monitoring apps are Hootsuite and Buffer. These apps and others like them provide additional benefits by centralizing the management of all your social media content. Apps like these also help you monitor what anyone is saying about your school in social media. 2.
This is especially important when a situation ‘escalates’ or you have others 'piling' on a negative comment.
If valid, it can help you both recognize and rectify a problem with your school. What’s more, it gives you the opportunity to clarify situations and turn that negative into a positive by showing you care enough to engage and build the relationship. Keep that in mind.
What isn’t beautiful, however, is when someone decides to go negative on social media and puts your school or a school official in a not-so-favorable light. When the rare occasional negative comment does arise, there are some things to keep in mind. How your school responds to negative social media comments reflects on the public’s perception ...
Distinguish “higher-order” from “lower-order” issues. Typically, “higher-order” concerns include such aspects as the thesis and major supporting points, while “lower-order” concerns are grammatical or mechanical aspects of the writing. Whatever you see as “higher” in importance than other aspects should be clear in your grading criteria. Whatever you decide, write your comments in a way that will help students know which aspects of their writing they should focus on FIRST as they revise a paper or write the next paper. For example, if a paper lacks an argument or a main point in an assignment in which either an argument or main point is essential (as is usually the case), address that issue first in your comments before you note any grammatical errors that the student should attend to.
However, while instructors often think of writing comments on papers as simply a means to justify grades, that purpose should be secondary to helping your students improve their writing skills.
Ask questions to help students revise and improve. One way to ensure that your comments are not overly directive is to write questions in the margins, rather than instructions. For the most part, these questions should be “open” rather than “closed” (having only one correct answer.) Open questions can be a very effective way to prompt students to think more deeply about the topic, to provide needed evidence, or to clarify language. For ideas on how to phrase open questions, see Asking Questions to Improve Learning.
Begin by making positive comments; when pointing out weaknesses, use a descriptive tone, rather than one that conveys disappointment or frustration. Give an honest assessment, but do not overwhelm the writer with an overly harsh or negative reaction. For example, do not assume or suggest that if a paper is not well written, the writer did not devote a lot of time to the assignment. The writer may have in fact struggled through several drafts. Keep in mind that confusing language or a lack of organized paragraphs may be evidence not of a lack of effort, but rather of confused thinking. The writer may therefore benefit from a few, targeted questions or comments that help them clarify their thinking.
Writing Center tutors are trained to provide students with feedback on the clarity of their writing in a general way and will not necessarily be familiar with the criteria you are using to grade papers, unless you or the student have shared those criteria.
Developing and using criteria is especially important when co-teaching a course or when asking TAs to grade papers for the course. Distribute the grading criteria to students (or post the criteria on the course Web site) so that they will know how you will evaluate their work.
Sequencing your comments can help make the commenting process more efficient. However, it is essential to communicate to students before they turn in their papers which aspects of the writing you are going to focus on in your feedback at which points in the semester (and why).