Building and Sustaining Class Community – Getting to Know Us

November 7, 2019,

Outward-facing Introductions

An outward-facing introduction is a way for teacher and students to greet each other on a public platform. Outward-facing introductions are also an opportunity for the teacher to model productive risk-taking and vulnerability, two elements that can promote feelings of belonging, which in turn can lead to student success (Yeager & Walton, 2011).

Tools for Outward-facing Introductions

  • Audio and video options in CarmenCanvas allow community members to say hello in a much more personal – and memorable – manner.
  • Flipgrid

Inward-facing Introductions

Unlike outward-facing introductions, inward-facing introductions are a private exchange between teacher and student. Use inward-facing introductions to learn more personal information about a student that they may not want broadcast to the entire class.

Questions you might consider asking include:

  • What is your preferred pronouns?
  • Are you currently employed?
    • How many hours do you typically work per day? Per week?
    • Do you work during the morning, afternoon, and/or evening?
    • How much time do you spend commuting?
  • Are there other factors that might impact your engagement with the course, such as mental health or caring for a family member?
    • To the extent that you’re comfortable, please explain these factors impacting your engagement with the course so that I can best support you.

NameCoach

Use the tool NameCoach to record your name. In addition, ask students to use the tool to record their names too. NameCoach also allows a user to identify their preferred gender pronouns.

CarmenCanvas Profile Picture

Visual anonymity online can lead to increased hostility (Miller, 2014). To combat this hostility and other corrosive emotions, include your photo in your CarmenCanvas profile. You can also encourage students to add a profile picture.

References

Miller, M.D. (2014). Minds online: Teaching effectively with technology. Cambridge, MA: Harvard University Press.

Yeager, D.S., & Walton, G.M. (2011). Social-psychological interventions in education: They’re not magic. Review of Education Research, 81, 267-301.