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#50: Regular Reflection can Improve Productivity

#50: Regular Reflection can Improve Productivity

Online educators can get so caught up in completing tasks and meeting deadlines that they often feel like they don’t have time for the big or important things. In this episode, Dr. Bethanie Hansen talks about the importance of reflection to assess one’s values and priorities. She also suggests an approach of reflecting on yesterday, evaluating how that time was spent, and then being intentional in how you are using your time in the present moment.

This content appeared first on APUEdge. 

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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge podcast. I’m so glad you’re here today. We are headed toward the end of our first year in the Online Teaching Lounge podcast. With episode 50, we are anticipating about two more till we can call it a perfect year of 52 episodes. Thanks for being with us over the course of the past year.

We’ve covered a lot of topics on this podcast and hopefully something is always of value to you. There are specific pillars, or topics, that we cover on the Online Teaching Lounge:

  • Best practices in online education
  • How to reach your students better
  • Life as an online educator; and
  • Using multimedia tools.
  • Then there’s this fifth topic that keeps coming up, and that is your own growth and professional development as an online educator or an online professional.

Recently, I picked up a great book called “18 Minutes” by Peter Bregman. It’s about finding your focus, mastering distraction, and getting the right things done. This episode is all about reflection. Although the book itself is about focusing in the future and making better use of your time, reflection is really about looking at the past, making meaning out of it, and taking something away that we can either do better, or cherish, or enjoy. In other words, there will be many things that we want to start doing, stop doing, and keep doing based on our reflection.

Have you ever thought, “Where did the day go?” Perhaps you got busy working, answering emails, doing a lot of things, making a phone call here and there and doing your various tasks. And all of the sudden, the day is over. Well, I certainly have. And Peter Bregman says that this actually has to do with the fact that we, as human beings, fall into habits. We start to do little behaviors that fill up the whole day. And pretty soon we’re unaware of those patterns.

From his book, I’m going to read just a little section that really inspired me today. He says:

Either we keep moving along a path that isn’t quite right, but we fail to knock ourselves off of it. Or we intentionally choose the right path, but keep getting knocked off of it. If we’re going to look back and feel good about what we’ve done over a year, a day, or even a moment, we need to break those patterns.

Today, we’re going to look back over the past year. We’re going to think about the previous day we’ve experienced. And we’re going to think about this present moment, right now. So buckle up and enjoy the journey that we’re going to take together today.

The Importance of Reflection

So let’s get started. Looking back in our reflection, what was the previous year about for you as an online educator and professional? What did you do over the course of that year to handle all of the things that came your way? What was your guiding focus or principle that led you to where you are right now, this moment, from one year ago today?

Identify What You Value

Everyone is guided by something. And most of us are very unaware of what we actually care about. We have things that we would call values that guide us. For example, you might value social connections, relationships, being with other people, talking to other people. If that’s one of your values, over the past year you notice that perhaps you didn’t have enough time to do that, or you weren’t able to do that because of things that stood in your way.

If your top value was actually moneymaking, you could look back and see were you able to stay employed? Did you make the money you wanted? Financial security is often a value in the top five that people do embrace for obvious reasons. We need to live. Not everyone has it as their top value. Often I find that it’s number four or number five in there for people who do really value that.

Then there’s time management. Do you value being productive and managing your time, or is that just some fluff about how to organize your life, but not really the substance of it? Think about what you value most, and over the past year, how aware did you become of your most important values?

In other words, what is your “why” behind what you’re doing? Did it come out to you? There were several distractions and interruptions to normal daily life that may have come up for you. And in those things, did you begin to see what actually mattered?

Many of us notice what we care about by looking at the negative side of it. Perhaps we’re noticing when we’re not able to spend enough time on that particular thing we care about, or when it’s being frustrated in some way.

For example, if we do value relationships most, we notice when we’re not able to connect with people. If we value solitude and thinking time most, we notice when we don’t get any of that either.

What Did You Bring?

As you look back over the past year, what became your personal theme? And what did you bring to your online teaching? Considering what you brought in the year that passed, you’re able to look ahead and think about what you’d like to bring in the future and what you would like to be your primary driver. What is it about online teaching that you really do love, even if you feel like you just can’t quite measure up in that area? Or you continually feel frustrated trying to reach a goal that you’re not quite able to hit?

When you settle down and think about what really matters to you, you may find that the reason you’re so frustrated is because you do care so much about a particular area. It’s not so much that you’re surrounded by lack and things that go poorly. It’s that you’re thinking, how could they go better, and how much more do you want to reach that particular goal?

When seen in this light, we can actually find our values much more clearly, and we can begin to live them in the coming year more clearly as well.

As we wrap up almost 52 episodes here of the Online Teaching Lounge, it’s a great time to be thinking about the year ahead. In the coming year, I value connection and relationships deeply as one of my top five values, and I’ll be bringing a lot of special guests to this podcast. You’ll be learning from others outside of me. I had one guest this past year, and we’re going to have several more that I think you’ll really enjoy.

I’m going to purposely bring my value of social connection into what I’m doing much more, and I hope you’ll enjoy that. So as you hit the year ahead, begin thinking about. What was the main theme of your past year and what would you like to take into the coming year?

How Did You Spend Yesterday?

The next step of your reflection is to think about the previous day. So if we just think about yesterday, whatever yesterday was. This podcast is typically published on Wednesdays. So if you’re listening to it near its publication date, possibly the previous day was a weekday for you.

What was yesterday all about for you? Were you teaching? Were you working online? What did you bring into that day that helped you to really feel fulfilled about your work? What is it in your personal value system or your driver as an online educator and online professional that you brought into your daily efforts?

When you look back at yesterday, did you get some of those right things done that you care most about? Was there something in your day thoughtfully included so that you ended your day with a high note, or was it just a big list of tasks to be done?

I talk to a lot of folks about their time management and how they spend their time, as online professionals and as online educators. Many times when we feel the most overwhelmed it’s because we lose track of the bigger picture we care most about, and we get lost in the minutia of the day-to-day tasks that are really pressing on us for time and completion.

If you look at yesterday and it was a big to-do list, never-ending, endless stream of emails and tasks to do, essays to be graded that are not finished yet, and a lot of really non-people connected tasks. If you see a lot of tasks and not a lot of connection, let’s think about tomorrow, what will that day be about? And how would you do it differently if you planned just one of what you might consider the “right things” to include in your day?

What kind of things would you include if you took the day on more intentionally? One person I know has the habit of listing the most one-important thing she wants to get done. And she does that thing first before opening her email or looking at any of the distractions.

In doing this, she’s able to live her why every single day. And she has actually become so productive that her eight hour Workday of tasks that used to bleed into nine, 10 or 11 hours of the day is actually taking her only five or six hours a day. That task focus left her completely.

And yes, she can still tend to the tasks that do need to be done as part of her role, but by living her why, completing that first most important thing, she’s able to have a productive day before the day even gets on. There’s no more getting lost in the minutia or distracted by a lot of things that need to be done all at once. And she just takes the time at the beginning of each day to think about what the one most important thing is that she needs to do.

Many people I’ve worked with in coaching have asked me how they can make more time for the big projects in their lives. Perhaps you have a big project, maybe there’s something you’re working on, it could be you’re designing a course or revising a course. Maybe you’re writing something professionally, or preparing to present at a conference. Or perhaps you have some other special project that matters to you and is important to you.

If you’re doing your to-do list all day, every day, chances are you’re never getting to that item. If you decide every single day is going to be about that one thing, and then you get to all the rest of your things, you’re going to find that you make incremental progress toward the most important things in your life regularly.

And you’re going to start feeling structure in your day. You’ll feel more satisfied, productive, and find that your work is measurable. You can see actual change and improvement. So as you reflect on yesterday, and what that day was all about, take away your patterns and habits and start one step towards just choosing one meaningful thing each day to complete first.

Living in the Present Moment

And then lastly, Peter Bregman talks about what this moment is about. It’s amazing how many of us are in the present moment, but thinking about something in the future. Perhaps we’re anxious about a meeting coming up, or a deadline that we have to complete a lot of work for. Maybe we have a lot of things to grade and they’re all due by Friday, Saturday or Sunday. Maybe there’s something in our personal lives coming up and we’re also anxious about that.

Or perhaps we’re thinking about the past. Maybe there was a situation with a student we were concerned about and wish had gone differently, and we’re worried about the past. Maybe we think about the past and we worry that we haven’t done enough for our family members, or for our own health.

Whatever it is we worry about from the past, or we get anxious about for the future, the present moment is none of that. The present moment is just right now. The future isn’t here yet. The past isn’t really here. And in this moment, if we let go of all those competing thoughts, we can focus on the here and now. And we can be much more clear in our thinking, and clear on what we care most about as well as what matters most to us.

In the present moment, some people have habits of slowing down, closing their eyes, breathing deeply, putting their hands on the sides of the chair, feeling that chair, thinking about what they’re experiencing right now in this moment. Putting feet on the floor, feeling the feet in the shoes fully, maybe wiggling their toes. And then taking a moment to just sense what is going on in this moment right now.

What sounds are being heard? What’s the temperature like in the room? How does everything seem in this present moment? And in doing that, a lot of things drift away from our mind, and we think much more clearly at times like that.

In each moment that we are working online, or teaching online, and in each moment that we’re living our lives, the more we can be present in that moment, the more we can let go of distractions and stay on the path that we really want to be on.

So, for example, back to those couple of reasons people go to work and things people think about. If you’re all about relationships and connection, and you slow down and get really present right now in this moment, you might suddenly be aware of people you’d like to connect to.

If you’re reflecting on teaching, you might be thinking about in this moment, a student or two who seems to need you right now. Maybe an idea comes to you about how you might reach out and connect to your students in a new way.

Or, if finance and wage earning is more important to you, you might think about right now how are your finances doing? If you just got paid and you are doing quite well, you have money in the bank, perhaps you feel pretty good. If you think about what you’re doing for employment, and you’re satisfied with the wage you’re earning, you might also feel very good.

And likewise, if you’re not satisfied with that, if you’re not pleased with your bottom line in the bank account, something might occur to you in the present moment that you’d like to try in the near future to change your income or move in a new direction, maybe take on another part-time role.

Whatever this present moment is all about for you, whatever your most important values are, drink it in. Really connect to that in the moment, let go of your anxiety and your worry, and you’ll find clarity where you can move forward right now.

In wrapping this up, we’ve just looked at reflecting in our online educator lives and roles, over the past year, over the past day, and in the present moment. And as we reflect, we are much more readily prepared to take steps forward where we’d like to go.

Whatever time of year this is for you, and whatever spot you’re in during a course or a semester, take the time to reflect. Decide if you’re pleased with your direction and how much of your values have been able to come out in what you’re doing. And after you’ve done that reflection consider what you would like to change in the year ahead to live your values much more fully.

If you’d like any suggestions on identifying your values and determining what your most important priorities are, there are some tools linked here in the podcast notes. So feel free to look at the transcript and try out some of those links, and that will help you move forward in that direction.

Again, we’re looking forward to the coming year in the Online Teaching Lounge podcast. We’ll be having a few special guests and some interesting and very helpful topics for you. I hope you’ll join us for year two of the Online Teaching Lounge podcast coming up in just a few weeks.

Thanks for being with me today to reflect and consider continuous learning as online educators and online professionals, and definitely check out Peter Bregman’s book “18 Minutes: Find Your Focus, Master Distraction, And Get The Right Things Done.” Here’s to being the best you in your online teaching this coming week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#50: Regular Reflection can Improve Productivity

#49: Taking Care of Yourself as an Online Educator

This content originally appeared at APUEdge.Com

Being an online educator means you can work anywhere, anytime. As a result, it often feels like the workday never ends, which can lead to exhaustion and burnout. In this episode, Dr. Bethanie Hansen shares strategies for intentionally creating a self-care plan. Learn the importance of maintaining a healthy morning routine, planning breaks throughout the day, and an end-of-day routine to ensure online teachers can relax and reflect on the workday.

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen and I’ll be your guide for online teaching tips, topics, and strategies. Walk with me into the Online Teaching Lounge.

Hello there, welcome to the podcast today. This is Bethanie Hansen, I’ve been an online educator since 2010. Wow, can’t believe it’s been that long already. And when I started out as an online educator, I was also a full-time public school music teacher. So, I was a part-time online educator, and then I became part-time at a second institution. And later, that became a full-time role. And I was part-time at my public school. Then I became a faculty director, where manage other faculty who teach online and I left my public school teaching career for the long haul.

Now, my experiences teaching online were a little bit disorganized at first because I was a part-time faculty member, juggling a lot of other things. If you listen to this podcast very regularly, you’re going to know that I have gone through my own set of struggles and wins with figuring out how to manage things, and also how to use best practices and effective strategies to live and work online.

Developing a Self-Care Plan

I want to encourage you today to take good care of yourself as an online educator. Are you able to take care of your own personal wellbeing while you’re working online? The important message today is to develop a self-care plan and to implement it. If you think about how we like to light the torch of other people through our teaching efforts and further their flame and their ability to contribute to the world beyond just the class we’re teaching, we can’t really light the flame of another person if ours has gone out.

That’s a big message. I mean, when you think about it and you think about kindling your own flame on a regular basis, what is it we do to do that? Is it to read books? Is it to connect with people? Or is there a lot more to this that is part of our self-care and our personal wellbeing?

The message I’d like to share with you today is that it’s okay to create a purposeful strategy to do this. It’s not selfish at all, in fact, it’s necessary. This is a method to take care of your flame, to keep it burning bright, and to be able to continue sharing it for years and years to come.

We’re going to talk about morning routines, options that you might choose there. Breaks that you can implement throughout the work day and a plan for ending your day.

Develop a Strong Morning Routine

So, let’s begin first with the morning routine. What do you do when you first wake up and you’re thinking about a day of online work and online teaching? Do you get up and get ready to go and go straight to your teaching? Do you have some other routines that you like to implement?

In my own work, I used to get ready for the work day and then launch right into my online teaching. And then I would do something else, probably drive to work and teach my full-time job. And then I would check into my online teaching at lunch, after that job was over in the afternoon before going home and then again in the evening. It followed me everywhere because part-time work tends to do that, especially if it’s virtual.

If you’re like me, it’s great to plan a set of routines so that you can get certain things done during your time very plan-fully, very intentionally, and also follow up on those unplanned things, like the many questions students have, or unexpected interruptions to your day.

Consider Exercising in the Morning

A morning routine might include things that you care most about. For example, if you care about getting exercise or eating healthy or taking care of your physical-self, those things could be part of your morning routine.

If you’re a person who likes to go for a walk or a jog in the morning, it’s a great idea to put on some inspiring music, something that’s going to give you energy, help you feel great about your day to come, and give you that mindset to start the day right.

Listen to Music or Read a Book to Start Your Day Off Right

If you don’t really prefer music in your walking or running or whatever routine you might have, perhaps you want to listen to an audio book. There are a wide variety of choices out there. You could always be entertained by fiction. You could listen to historical fiction or nonfiction, or even self-help and self-improvement. That happens to be my category of choice. I’m always choosing some kind of book about how to do something in a new, different, or better way. But that might not be your choice and that’s perfectly fine. Whatever you’d like to listen to in the morning as you’re getting ready for your online work of the day, that’s going to set you up for success and set the tone for the day ahead.

Eat Something Healthy in the Morning

If you are thinking about eating healthy as well, you can stop and take a little time for your meal and feed yourself something nutritious that’s going to give you the energy that you need, and plan what you’re going to have later in the day, like for your lunch break and for your different breaks throughout the day.

Whatever your morning routine is, you want to give yourself many options. Those could be in the physical, spiritual, emotional, social, and creative realms. You might think about what kinds of things get your day started well and how to get moving with some kind of intention.

Of course, the best thing about establishing some kind of repetitive morning routine that you can do in your online work is that your brain is going to latch onto this. Think about the idea of getting dressed for work and walking into the workplace. As you walk into an office, a classroom, or any place like that, your subconscious brain is noticing that you’re here physically, and it’s time to get started.

Just like you get yourself ready and you go to a workplace, when you’re working virtually or online, you need some kind of routine that signals to the brain: it’s starting time, it’s go time, we’re going to get to work now. And it helps you to really get focused and to get in the mood to start.

Set Breaks for Yourself Throughout the Day

The next idea of taking good care of yourself is about the breaks you take throughout the day. When you give yourself a break, it literally is a break state for your brain. It stops this constant churn of the thoughts that you’re having, whether they are about grading or teaching or interacting with students or following up on different projects. Whatever it is, when you take a solid break and you give your brain a break and really stop all of that thinking, you’re going to be able to get back to it with a fresh start.

Planning several breaks throughout your work day will help you to have a solid thinking break, change your state of mind, and come back. So, think about, will you get up and leave the room? Will you talk to someone on the phone? Will you turn on a television program for a short time, watch something on YouTube? Listen to some music? Take some exercise break? Do something creative?

Whatever it is, the best break is something that rejuvenates you, refreshes you, and is a totally different kind of task than what you’re doing. If you give your subconscious brain a break and your conscious brain as well, by really focusing on a totally different type of activity, you’re going to really be able to let go of the stress, as well as whatever you’re stuck on.

Breaks throughout the day should include some kind of water, nutrition. If you bring something in and you help yourself have the energy you need to just keep going physically, you’re going to also be able to endure your online routine all the more.

What’s Your End of Day Routine?

Lastly, think about your end of day routines. What do you want to do to signal to yourself that it’s time to stop working? We all know that working online is an any time, anywhere sport. We can literally do our online teaching on the weekend, every single day of the week, early morning, late at night, it doesn’t really matter.

And because of this, it’s easy to never feel like it’s really ended for the day. Think about what kind of routine would actually signal for yourself that you are closed for business, you’re no longer teaching for that day, and you’re fresh and ready to go for something else.

Consider Visual Input Signaling the End of the Work Day

Think about what visual input you’re going to need to have an end of day routine. What do you need to see? Is it shutting your computer down fully and closing it, and putting it aside? Is it changing to a different room? Is it that you get up and visually put on a different set of clothing, maybe take off the work clothes and put on the casual clothes, even if you’re still at home? Whatever it is, a visual component can be really powerful to help give yourself that signal that, “Yes, my work day is over.”

Reflect on the Day

You can also think about what things you’re going to say to yourself. Maybe you take a moment to reflect on what went well from your online teaching and your online work for the day, and what could be improved.

When you think about what went well, it’s even more effective when you take stock of why it went well, especially your role in it. The more you can find different things that you did that had a positive effect in your work, the better. You’re going to be able to feel that it has more meaning for you, and you’re going to start noticing your impact, both on the work you’re trying to accomplish and on the people who you are teaching and interacting with. So, think about what went well and why it went well, in terms of what you say to yourself at the end of the day, as part of your end-of-day routine.

Also, think about writing something down as a written reflection. Even if you just list the one, two, or three major things that you got done that day, when you write them down, over time you start to notice that you’re making major strides and you’re really accomplishing a lot. If you get a note from a student or a positive comment, you can even consider writing that down in your end of day reflection.

Kinesthetic Cues to Help End the Day

So, we’re thinking about the visual cues, and we’re also thinking about the auditory or written cues, and then the other thing will be the kinesthetic cues. What would you like to feel? Whether it’s physical movement, like a little exercise of some kind, maybe you’re going to take a nap, get some rest, or you’re going to actually connect with your emotions and feel something like a response to the day. Maybe you’re going to feel excited that work is over for the day or relaxed because work is over for the day. Some people turn on the evening news and for them, that’s the signal that I’m done with my work day, and now I’m moving on to some other activity.

Be Intentional About Your Routines

Whatever it is for you, consider intentionally implementing end of day routines that close off your online work day. Whatever you can do to avoid complaining about the past or about troubles throughout the day, but instead reframing those as opportunities to strategize for the future when you might bump into similar obstacles. Those things are going to help you reframe setbacks in a positive way, and also aim for continuous improvement throughout your day, throughout your week, and throughout your teaching career.

Online education, of course, as I continue to mention in these podcasts is an isolating venture. But the more we reflect on it, the more we connect what we’re doing with the impact we’re having, and also consider our personal wellbeing and continue to fuel our own fire, light that flame of inspiration within ourselves, the more we have to give to others.

I hope that this coming week you’ll consider how you’re taking care of yourself in your online teaching routine and what you might do for intentional morning routines, taking breaks throughout the day intentionally, and also considering purposeful and intentional end of day routines.

These things are going to help us all throughout our online education careers and throughout the daily work of being an online educator. And with that, I wish you all the best in your online teaching this week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episode, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey!

#44: Renewing Your Energy Can Improve Your Online Teaching

#44: Renewing Your Energy Can Improve Your Online Teaching

This content first appeared at https://apuedge.com/podcast-renewing-your-energy-can-improve-your-online-teaching/ 

Online teachers need increased energy for focused and effective work. They often end up working all the time because it’s so easy to access the classroom anywhere and anytime. In this episode, APU professor Dr. Bethanie Hansen encourages educators to think about managing their energy, instead of focusing just on managing their time. Learn about ways to renew four critical areas of energy: physical, emotional, spiritual and mental energy. Focusing on these areas can help online educators increase productivity, strengthen their work-life balance, and feel more fulfilled in their teaching.

Listen to the Episode:

Subscribe to Online Teaching Lounge
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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge podcast. Thank you for joining me today. We spend a lot of time on this podcast talking about strategies for best practices teaching online. We also approach how to reach our students in the best ways possible.

Another area we cover is professional development for you as the online faculty member or online instructor. We also talk about multimedia, video creation, online live teaching, office hours and the like.

And then there’s this whole other area and that’s about who we really are, how we show up to the online classroom. You bring your whole self to work, not just part of you. And there’s all that other stuff that impacts your life as an online educator. It’s the quality of sleep you get, the way you take care of yourself so that you can make it through the day, and, of course, the way you manage your time.

Anyone who has taught online can tell you that teaching online can easily spread into your entire life. It can take over your free time, your weekends, your evenings. You might even find yourself taking your computer with you to the bowling alley with friends, hoping to just get one more email read or post in one more forum.

It’s not that online teaching is really that out of control. It’s that it’s easy to do it anytime anywhere, because it is online. And so there’s this sense we get that we should do it anytime and anywhere.

Manage Online Teaching Responsibilities By Managing Your Energy, Not Your Time

Today I’m going to talk with you about the real way you should manage your time when you’re teaching online. It actually comes from a Harvard Business Review article by Tony Schwartz and Catherine McCarthy, and this article is called Manage Your Energy, Not Your Time. This is such a revolutionary concept: to think about all of the different places where we get energy. In fact, I love the definition that the authors propose here. I’m going to quote them from page two of this article:

“The core problem with working longer hours is that time is finite as a resource. Energy is a different story. Defined in physics as the capacity to work, energy comes from four main wellsprings in human beings: the body, emotions, mind, and spirit.

In each, energy can be systematically expanded and regularly renewed by establishing specific rituals, behaviors that are intentionally practiced and precisely scheduled with the goal of making them unconscious and automatic as quickly as possible.”

The main idea here is, we’ll take one little thing, one piece at a time, and establish some new habits. These new habits will be rejuvenating, refreshing, and help you to manage the energy that you need to do the work that you are doing and not just let it take all the time that you have. The concept is to focus on the energy you need to do the work and not the time it takes to do the work.

After you focus on these things, I’ll be interested to know how it has impacted your life. Has your teaching improved in quality? The results shared in this article are that people who’ve followed these practices actually had greater productivity in less time and more powerful results in terms of return on investment in the business world. And in our online teaching, that would be something like better success reaching our students, increased engagement from our students, and more retention of students throughout the course. Those things are great metrics. We don’t always see them as online educators, but we can observe our students and notice how they respond to the ways we show up.

Certainly when we have our energy drained and depleted, we cannot show up as well as we’d like. When we have enough energy to show up our best, we’re able to fully engage in the best ways possible.

Some of the things that come from this article are very insightful and really yield a lot of benefit for online educators. The four areas the authors highlight are your physical energy, emotional energy, mental energy, and spiritual energy. They also have some suggestions about how you might set up your workplace for the maximum success.

Remember, the goal here is to work smarter, not harder. And of course, just like any corporation or business, in online education the more we want to improve, the more we want to engage students, we want to get better retention, provide more feedback, and all of those things, the more time we tend to spend doing it. And it easily really drains us and exhausts us. And pretty soon we can’t put in any more long hours. There’s just no time left in the day. It’s going to exhaust us, disengage us, and make us sick.

We want a healthy environment for our online teaching and we also want healthy approaches to reaching our students online. So I urge you to try some of these energy preservation tactics so that you can generate the kind of energy you’d really like to have as an online educator for your work and also for your life. Because when we adopt great habits that help us out in the workplace, those can, of course, also touch every area of our life and have great benefit all across the spectrum.

Ways to Improve Your Physical Energy

Let’s talk first about physical energy. Schwartz and McCarthy here are recommending that you renew your physical energy by enhancing your sleep. This means to go to bed a little bit earlier and also reducing alcohol consumption.

Go to Bed Earlier

Studies show that alcohol consumption can actually interrupt your sleep later in the night when you’re already asleep. And also if you go to bed a little earlier, you’ll wake up earlier refreshed and ready to start the day. There’s something about that going to bed earlier that is really healthy for you and also generates a lot more energy. You’re less likely to cheat yourself of important hours of sleep, and you’re more likely to get a full night’s rest if you go to bed a little earlier.

Get Exercise, Especially Cardiovascular

Also in the physical energy category, we have reducing stress by engaging in exercise like cardiovascular activity at least three times a week and also doing strength training at least once a week. Now, if you are a person who does not regularly exercise, like I have been much of my adult life, it’s easy to start very small, and I’ll just make two suggestions here. You can creatively come up with your own.

One is for cardiovascular activity. You can do a brisk walk around the house if you have some space. If you have any stairs, you could walk up and down the stairs four or five times. You could also go outside to get the mail and walk around the street a little bit before you go back inside your house. There are very small and simple ways we can get cardiovascular activity and we can sort of integrate these into our routine by taking little breaks to do it.

Engage in Strength Training

Then the strength training can start small as well. You don’t have to lift a lot of weights. You could take something like a one or two pound weights, something very light, and just start doing small repetitions of those strength training exercises. If you really want to get into this, there are a lot of online places you can go now where you can do a group exercise class and engage with them as they’re doing those exercises.

Eat Small Meals Regularly to Keep Energy Levels High

Another suggestion to generate physical energy for you is to eat small meals and light snacks every three hours. Now this might vary by person how often you need to eat to maintain your energy, but some of us don’t notice when we’re actually hungry or when our energy is low and would better fueled by eating something.

I personally have to schedule that time so that I don’t miss lunch or miss breakfast because I’ll get into the flow of what I’m doing, and even if I take a break to walk out, take the dog out, or get the mail, I will still forget that it’s time to eat something. So if you’re like me and you don’t think about that automatically, definitely schedule it and plan a break around it so that you can do it.

Also, learn to notice the signs of eminent, energy flagging, including restlessness, yawning, hunger, and difficulty concentrating. There are a lot of these little signs that our body gives us to tell us that it’s time for a break or maybe it’s time for rest, perhaps we even need a short nap. Whatever they are, learn to notice what they are for you and for your body and start responding whenever you notice those things with some healthy way to address them to preserve your physical energy.

Take Regular Breaks to Renew Energy

And lastly in this category, take brief but regular breaks away from your desk at 90 or 120 minute intervals throughout the day. You can of course take more frequent breaks every half hour to hour, if you need to, but regular breaks are going to give your mind a clean break from whatever you’re doing and help you come back fresh and ready to go at the next session that you’re going to work.

Improve Your Emotional Energy

The second area suggested by Schwartz and McCarthy in this article is emotional energy. The first area of emotional energy is about negative emotions. They suggest diffusing these emotions such as irritability, impatience, anxiety, and insecurity.

How to Diffuse Negative Emotions

Some ways that you can diffuse those negative emotions are from brief physical activity, short journal exercises, listening to energetic music. You can also do deep abdominal breathing. Emotions come from chemicals that go throughout our body, and when those chemicals are charging up our body with the emotion, our body needs to do something to help process that as well as our brain thinking through what’s going on. That’s why I suggest a short movement of some kind to help you process the emotional energy.

Fuel Positive Emotions

The second type of emotional energy suggestion is to fuel positive emotions in yourself and others by regularly expressing appreciation to others in detailed specific terms throughout notes, emails, calls, or conversations.

I’m not sure if you’ve had this experience, but I have noticed that as the pandemic has continued onward, at the time of this recording we are still experiencing the pandemic, many negative things are easy to say. A lot of negative energy seems to be pooling around us and it’s easy to start pointing out all of the things that we’re missing or the things that are not going right. You can feel those positive emotions by regularly expressing appreciation. It’s easy to do. All we need to do is take a second to notice what’s going right instead of what’s going wrong and to mention it.

Reframe Setbacks with Alternate Perspectives

And lastly, in the emotional energy category, look at upsetting situations through new lenses. You can actually take someone else’s perspective or you can say, what would an objective observer think? And that can help to reframe something. But another way would be when we see something that is lacking or is negative, to look at what is going right about that thing.

For example, if a person were to wake up a little bit late in the morning by oversleeping accidentally, maybe the alarm got turned off and the person slept a little bit too long, it might be tempting to say, “Today’s going to be a horrible day. It’s starting off badly because I overslept. I’m really getting started poorly.”

But we could flip that and say, “Today’s going to be a fantastic day because I got a little bit extra sleep, so I know I’m ready to go.” It’s easy to just turn that around and find another way of looking at the exact same problem and find the positive instead of dwelling on what went wrong.

Manage Your Mental Energy

The third area to focus on to help preserve your energy so you can work less and work smarter is the area of mental energy. In this area there are three tips. The first is to reduce interruptions by performing high concentration tasks away from phones and email.

Limit Distractions

I don’t know if you’ve ever tried the focus assist tool on the computer, but it’s there. Somewhere in the lower right-hand corner of my screen I see it. Focus assist will quiet all the notifications so they don’t pop up on your computer while you’re working, and, of course, you could take a cell phone and just place it in the other room and then close the door and it’s easy to just ignore it for a few minutes, maybe half an hour, to an hour while you’re working in a really focused session.

Respond Only During Designated Times of the Day

The second suggestion for your mental energy is to respond to voice mails and emails at designated times during the day. I know a lot of people who check their email first thing, make a list out of that email and then move on with their scheduled tasks and address those other items as they come up, check it again at lunchtime, and check it quickly before leaving at the end of the day. If we avoid checking it compulsively throughout the day, we’re going to be able to be a little more focused about the work, as well as the email responses, and everyone’s going to benefit from that.

Identify Priorities for Tomorrow and Tackle First Thing

Lastly, in the evenings, identify the most important challenge you’re going to face the next day and make it your first priority when you get to work in the morning. Definitely if there’s something hard, a human nature type of tendency is to push it off so that it waits until the easier things have been done or the faster things have been done. If there’s something first, everything else in the day will definitely seem easier because you’ve already accomplished the hardest thing on your plate.

Enhance Your Spiritual Energy

The last area to help you preserve your energy so you’re focused on your energy and not time management so much is your spiritual energy. Now spiritual areas we don’t always talk about enough. These are areas that bring purpose and meaning and perspective in life.

The first tip here is to identify your “sweet spot” activities. Those that give you the feelings of effectiveness, like you’re effortlessly absorbed in flow. You’re really swept away by the activity, enjoying it so much, and you’re really fulfilled by it. What kinds of things when you’re teaching online actually create this kind of experience for you?

Believe it or not, the same things that sweep us up into flow can also be those things we really despise about our online job if we start to allow ourselves to become a little bit overwhelmed. To get behind on things, and to have a high-pressure feeling.

So if we get this under control and we start to sort out when we’re going to do different tasks, we can find that sweet spot again and identify the things that we really, truly do enjoy in our online teaching.

One of my areas that I really enjoy is engaging in forum discussions with my students. I love to respond to what they’ve said, share some insights, some experiences I’ve had. And come up with creative questions to help them think more fully about the topic, but also to connect to it personally.

And the more they respond back to me, the more excited I get about it. I never thought I would enjoy forum discussions, and when I first started teaching online, I wasn’t even sure how to engage in a forum discussion. And now that I’ve done it for many years, it is my favorite part.

So identify yours and you will find a lot more fulfillment by finding more ways to weave them into your day and ensure that you can do them often.

Can You Hire Someone to Help You?

Now, if there are things you really don’t like, they’re the opposite of your sweet spot, they are the worst things that you can do, if they are things that can be delegated, consider doing that. And maybe it’s not part of your teaching, maybe it’s part of the household management. Some people hire housekeepers to clean up the house while they’re doing their online work or caretakers to help assist with children that are home so they can get the online work done during parts of the day.

And you might consider who can you hire or delegate to. Or ask for assistance with those things that you really don’t like and that someone else might enjoy better.

Dedicate Time to the Most Important Things in Your Life

Another way to refresh your spiritual energy is to give time and energy to what you consider the most important things. For example, they suggest spending the last 20 minutes of your evening commute if you drive home relaxing so that you can connect with your family once you’re home.

Now, of course, if you’re working from home and everybody’s at home, and often online educators are at home, you might consider building in some kind of 20-minute buffer to transition from your online work to your home.

Maybe you have a walk you’re going to take where you put on some headphones and listen to music or some enjoyable novel that you’re listening to. Whatever it is, find a way to get a clean break from the mental state that you’re in when you’re teaching online so you can actually enjoy the time with your family and be at home with a fresh perspective.

Find Ways to Support Your Core Values

And lastly, live your core values. One example of this is that if kindness and consideration are important to you but you end up being late to meetings all the time, you could focus on intentionally showing up five minutes early for all of the meetings to live the value of kindness and consideration in a way that suits you best. It can also help you to think about the values others might hold so you can understand them better and give them space as well.

Now, some suggestions given here about your environment, in closing, to support your energy habits could be to have a designated space in your office or in your home where you can go to relax and to unwind or refuel.

Consider gym equipment or exercise equipment or a gym membership if one’s available to you, where you can go and really get involved in a regular habit there and be with other people. Or you could think about getting together with other people, even virtually for a mid-day workout.

And lastly, consider not checking your emails during a meeting and especially not during a live class session. We all worry that a student is trying to reach us, or our manager is trying to reach us, but we can schedule those checks, and check them at planned times and reduce our stress from that.

Focusing on Your Energy Can Help You Do Your Best Work

In short, I just want to wrap this up by saying, I hope that you will think about these four areas of your energy—your physical, emotional, mental, and spiritual areas—and the tendency we have as online educators to work harder, longer days and put in more and more hours.

It’s going to backfire on us and it can lead to burnout and also low job and life satisfaction. The more we focus on renewing our energy so we can work at our best, the more we can keep our work and focus, and also the boundaries of the workday we’d like to have.

In the end, we’re going to be a lot more satisfied, happier, set limits around the work and have a lot more space to have a fulfilling life outside of the teaching as well.

I wish you all the best in your online teaching this week, and thank you for joining me for the podcast. This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#42: How to Increase Your Confidence and Connection in the Online Classroom

#42: How to Increase Your Confidence and Connection in the Online Classroom

This content originally appeared at APUEdge.Com

 What drives you as an educator? In this episode, Dr. Bethanie Hansen talks about the five dominant perspectives that motivate teachers and how these teaching styles can drive student engagement in the online classroom. Listen to learn how to adjust your perspective so you can critically evaluate your own teaching, and why it’s so important to ask students for feedback so you can adjust your teaching style to maximize your impact in the classroom.

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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen. And I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the podcast. And thank you for joining me today to talk about confidence and connection. The main topic we’re going to discuss today has to do with the way we show up in the online classroom, and generally throughout our career.

There are a lot of times where various motives drive us to do what we do. Sometimes it’s unclear whether we’re having the kind of impact we’d like to have. But what if we unpack that? How can we discover what kind of impact we really are having? And how can we have a more powerful impact in those areas we care most about?

Today, we will uncover what drives us, how to have the impact we’d like to have, and also how to feel confident about what we’re doing. We’re going to do that through connecting with our students and with other people in our profession. I’m excited to share this with you and let’s dive in.

What Type of Teacher Are You?

We all show up in the online classroom in distinct ways. Our students can tell what kind of personalities we have, by the way we write things, the words we choose to use, whether or not we use highlighting, emojis or lengthy explanations.

In fact, these behaviors that we show up with, that really help our students get to know us, they come from the motives that drive us. Chances are you have, as an educator, one dominant perspective that drives your teaching. And it’s one of these five: transmission, apprenticeship, development, nurturing, or social reform.

Every one of us comes with a primary orientation to the way we teach and what we are teaching, as well as a secondary backup strategy. So there might be two of these working together in your world, and I’m going to share with you what these are. As I described them, see if you can find your own teaching motivation within these five strategies and orientations.

Transmission Type of Teaching

The first one is transmission. According to the teaching perspectives inventory, the transmission type of teaching is that effective teaching requires a substantial commitment to the content or subject matter. If this is your primary mode for teaching, you might believe that good teaching means having mastery of the subject matter or content. The teacher’s primary responsibilities are to represent the content accurately and efficiently. The learner’s responsibilities are to learn that content in its authorized or legitimate forms.

If you’re a transmission type of teacher, you might believe that good teachers take learners systematically through tasks, leading to content mastery. This would mean providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying misunderstandings, answering questions, providing timely feedback, correcting errors, providing reviews, and summarizing what has been presented.

You’re going to set high standards for achievement and develop objective means of assessing the learning so you can know that students have actually gained what they needed to gain. You might believe that good teachers are enthusiastic about the content, and they convey that through their tone to their students.

For many learners, good transmission-type of teachers are memorable presenters of the content itself. Perhaps you can think back to a time where you might’ve had a teacher who was very transmission oriented. This is a very common way to be, and very traditional way of thinking about teaching specific subjects.

Apprenticeship Style

The second orientation is apprenticeship. If this is your type of teaching, you might believe that effective teaching requires that learners perform authentic tasks within their zone of development. If you believe this, good teachers in this area are highly skilled practitioners of what they teach.

Whether in the classroom, or at a work site, or in a performance venue, they are recognized for their expertise. If you’re an apprenticeship-style instructor, you believe that teachers have to reveal the inner workings of skilled performance in that subject area and translate it into some kind of accessible way or language and an ordered set of tasks, which usually proceeds from simple to complex. This allows for different ways of entering the subject matter, depending on the learner’s capability.

If you’re an apprenticeship type of teacher, you might believe that good teachers know what their learners can do on their own and where they need guidance and direction. This type of teacher engages learners within their zone of development and suits it accordingly.

And then as the learners are maturing and becoming more competent, the teacher’s role changes, they don’t have to give as much direction. They give more responsibility as students progress from dependent learners to independent workers.

And I’ll have to tell you that a lot of music teachers might fit into this apprenticeship category. Seems a very helpful way to help people learn a musical instrument, in particular. So just a thought there that might add to understanding on the apprenticeship scale.

Developmental Motivation

A third type of motivation in your teaching could be developmental. If you’re this type of instructor, you might believe that effective teaching must be planned and conducted from the learner’s point of view. Good developmental teachers must understand how their learners think and how they reason about the content itself.

The main goal here in this type of teaching is to help your learners get increasingly complex and sophisticated mental thinking about the content. The key to changing those structures in the mental strata, where we’re learning things, lies in combining two specific skills.

First of all, it would involve effective questioning that challenges learners to move from simple to complex forms of thinking. And secondly, it would involve bridging knowledge, which provides examples that somehow are meaningful to the learners themselves.

Now, a lot of strategies that fit the developmental type of teaching would include questions, problems, cases, and examples that form bridges teachers can use to transport the learner from simple thinking to more complex and sophisticated forms of reasoning. This is going to involve adapting the knowledge, adapting the strategy, and bringing learners along with you.

Nurturing Type of Teaching

The next one is called nurturing. And if you’re a nurturing type of teacher, you might be thinking that effective teaching assumes that long-term, hard, persistent effort to achieve comes from the heart not the head.

A nurturing type of instructor believes that people become motivated and productive learners when they are working on issues or problems without the fear of failure. Learners are nurtured when they know that.

So first, they can succeed at learning if they give it a good try; that’s a belief in this type of teaching. Second, the achievement of the learner is going to be a product of their own effort and their own ability rather than the kindness or benevolence of the teacher. And lastly, the learning the student achieves, the efforts, will be supported by both teachers and peers.

Now, if you’re a nurturing-type of educator, you might believe that good teachers care about their students and understand that some have histories of failure, and this has lowered their self-confidence. You don’t make excuses for your learners, but you do encourage their efforts while challenging students to do their very best by promoting a climate that’s full of caring, trust, helpful people, and challenging but achievable goals.

So a good teacher in the nurturing mindset is going to provide encouragement and support as well as clear expectations, very reasonable goals for everyone, and also promoting self-esteem and self-efficacy along the way.

Social Reform Educator

Lastly, we have the area of social reform. If you’re a social reform oriented educator, from this point of view, the object of teaching really is the collective group, rather than every individual. A good teacher in the social reform category would awaken their students to values, ideologies that are embedded in texts, common practices in the discipline that might be biased.

Good teachers under the social reform category challenge the status quo, and this type of teacher encourages students to consider how learners are positioned and constructed in particular practices and discourses.

To do this, a social reform type of educator analyzes and deconstructs the common practice, looking for ways that these might perpetuate unacceptable conditions. The discussion might be focused less on the creation of knowledge and more on who created the knowledge and why they did it.

The text is going to be interrogated for what was said, what is not said, what bias might exist, what’s hidden, what meaning is coming out, what’s included, what’s excluded, who is represented and who is left out from the dominant discourse.

Your students would be encouraged to take a critical stance, giving them some power to take social action to improve their own lives and the lives of other people. This is going to be about critical deconstruction through the central view, and it’s not necessarily the end in itself.

What Drives You as an Educator?

So there are these five motivations for teaching. And as I mentioned before, chances are you’re highly motivated in one area, or at least your beliefs about education and about what you do in teaching are coming from one of these areas. And then you might have intentions and actions in these areas that do or don’t line up with what you actually believe. Sometimes we intend to do a lot more than actually comes across, so it’s difficult to know what kind of impact we’re actually having as educators.

So in summary, the motives that drive us in educating and especially in educating online can be found in the teaching perspectives inventory. Please feel free to check the links to this podcast in the notes, and also check it out, see where you line up in terms of your beliefs, your intentions, and your actions. And this will help you become a lot more aware of where you fit in terms of what’s driving you as an educator.

Assessing Perspectives to Understand Your Teaching Motivations

Now, how can you discover the actual impact you’re having? The first is to think about perspectives. There are three areas of perspective. One is, your own perspective of yourself, your efforts, and what you’re doing in the classroom.

 You can learn about your own perspective by simply observing what you’re doing, thinking about whether you believe it’s having an impact. From this first person point of view, you’re definitely getting your viewpoint, your perspective of your impact.

Now, what if you were to take this outside yourself to the more objective zone of a third party, so not the student and not you as the instructor. If you were to have someone enter your classroom, the online classroom, to walk around virtually, click through things and see what kind of things you say to the students, what kind of feedback you give, what kind of discussions are happening, and what kind of activities generally are taking place, what might be the impression of that neutral observer? What would the objective person say about the impact of what you’re doing as an educator?

If you were to go through your own online class with this question in mind, of what a neutral observer might notice or say about your teaching, taking that viewpoint alone, even yourself and wondering what would someone think, that’s going to give you a lot of insight all by itself.

You’re going to start to notice things differently because you are stepping back a little bit from your own thoughts, feelings, and motivations about your teaching, and it’s going to give you a lot more observation and a lot more power to that observation to just step back one level.

And then, of course, there’s the second person point of view, the student. If you were able to take on their perspective: where they’re coming from, what they’re trying to achieve by being in your class, and what challenges they might be facing in taking your class. This second person point of view is going to give you even more data about your impact and help you to know what kind of impact you’re having, whether it’s effective, and how the students are accepting or getting something from what you’re doing in your educational endeavors.

Of course you can learn a lot more about your impact and gain confidence as an educator if you also start to observe. What are the students doing in their work? Are they diving in more? Are they participating more than is expected in a discussion? Are they asking questions? Do they reach out to you when you send out an announcement with some question or asking a follow-up? What are they looking for from you?

And if you’re getting a lot of good communication and engagement in the subject matter, this is evidence about the kind of impact you’re having. You can observe the student’s behavior, and then you can also ask them specifically.

A lot of institutions send out early surveys after the first week of the class, some send them out mid-course, and some send them out at the end. Maybe your institution does all of these, or none of these. You can of course create your own survey and send it to your students to ask them how it’s going, what they’re excited about in the class, what’s working for them and what’s not working for them?

You might be surprised, but your students will be very forthcoming in sharing with you what’s working for them, as well as where they need a lot more support or have ideas about how it could be better. If you’re willing to ask those questions, you’re going to get a lot of feedback about your impact and this’ll give you more confidence in your teaching, by connecting with your students more authentically.

And then, of course, there’s the end of course survey. If you ask your students or if your institution asks your students about their experience when the course is totally over, their grades have been filed, and they’re not concerned about the impression they give you, you’re going to get a lot of honest answers about the experience.

Students will let you know, would they come back to another class that you’re teaching? Would they recommend you to other people, would they recommend your course to other people?

Some students don’t know the difference between the content of the course and the quality of the teacher. Sometimes that’s a little blurry. And so when you get end of course survey information, you’ll want to remember that, that sometimes those things blur together for the student’s perspective.

But as you look at end of course comments and ratings that students might give you, you can understand your impact a little bit better, and this will help you also connect better with your students in understanding what they’re thinking and what experience they’ve just had with you.

Now, we’ve talked about what motivates or drives us as educators. And in our online work, this is important to know. Many folks really detach from the purpose of their teaching when they go online, because we’re not seeing people face to face anymore. Even if you do live online sessions, there’s still one step removed because we’re in front of a camera instead of in front of those live humans.

So as you’re looking at what motivates you, look through your teaching and you’ll notice, are you acting on what motivates you? Does it actually convey your philosophy? Does it lead people in the way that you care most about?

And then take some steps to discover your impact by trying on different perspectives, whether it’s first person, your own observations, third person, like what an objective observer might notice, or a second person, asking your students directly, or taking on their perspective and projecting what you believe they might say.

And then lastly, look at having the impact you want to have by actually getting real information, asking those tough questions and talking to your students. The more you talk to the individuals you’re teaching, the more you get their real feedback. And you start to create a feedback loop to let you know if what you’re doing is landing well and having that impact you want to have, the more confidence you will gain.

You never have to plan your lessons for an imaginary audience when you start talking to the real audience who is actually being taught. The more you do this, the more confidence will increase, the more you’ll connect with others, and you’ll feel a part of the teaching profession as well. This is going to bring you a lot of satisfaction as you start focusing on what those students are actually experiencing and getting the feedback from them about your teaching.

And then, bringing this full circle, all of this is going to add up to how you show up in the online classroom and throughout your career. As you increase confidence, and you get a lot more feedback, and you make the adaptations you feel you want to make, the more you’re going to have a vision of where you want to go with this, where you’d like to take certain strategies, and what more you might want to do in teaching particular subjects or in different lesson and assignment approaches.

Well, that’s it for today. I thank you for being here to cover the five perspectives of the teaching perspectives inventory in terms of what motivates us to teach, and also to think about connecting more fully with the learners that we’re impacting to learn about our impact and gain greater confidence. I wish you all the best in your online teaching this week. And thank you again for listening.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes, please visit that bethaniehansen.com/request. Best wishes this coming week in your online teaching journey. For more information about our university, visit us at study@apu.com. APU, American Public University.

#41: Tips for Teaching Live, Synchronous Online Classes

#41: Tips for Teaching Live, Synchronous Online Classes

This content originally appeared at APUEdge.Com

Teaching live, synchronous online classes can be stressful and challenging, especially for teachers who are not used to this form of online teaching. In this episode, Dr. Bethanie Hansen provides tips for engaging students and creating opportunities for students to interact with the instructor and other students. Learn about polling software, screen sharing, video sharing, and other technologies that can help make synchronous classes fun and engaging. Also learn why it’s important for teachers to adopt a flexible mindset as they prepare to teach live online synchronous classes.

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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

In today’s podcast, I’m going to share with you some ideas about how to engage your online students during the class in live, synchronous online teaching so that you can hook their interest and help them stay motivated to learn throughout your time together.

I’m not really talking about formal assessments or discussion boards specifically, but I am talking about how you might get them to interact during the lesson itself. Many of you out there are teaching online, but you’re doing it live, where you and your students are all at the computer at the same time in real time.

This is what we call synchronous online teaching. At the same time, there are some of you out there teaching classes where you have put all the lesson content, all of the lectures and other things into an online platform for students to consume or interact with on their own schedules, whether you’re there at the same time or not. The second type is what we call asynchronous online teaching.

Engage Students in Synchronous, Live Online Classes

Today we’re looking at ways to engage your students in live real time, as you are with them in synchronous live online teaching. Why does this matter? Your students will be one step further disconnected from you online than they would be in a face-to-face situation and you cannot walk around through the group to help them stay alert and focused on what’s going on.

If they get up out of the chair and walk away from the computer for a minute, they can easily get distracted by something else going on and lose sight of being in class altogether. And when that happens, you might lose them completely.

For these reasons, part of your role when teaching live synchronous online classes is to be more engaging, and part of your role is to get your students to act. Whether it’s by moving around in their chair, clicking on their smartphone in response to something you ask, writing things down, or speaking to each other in live breakout rooms.

Whatever level you’re at, whether it’s elementary school, high school or college courses, teaching live in the online world takes a little more energy. You might have already guessed this from what I’ve described to this point. You need to be more animated and, at some points, even entertaining. You will need to look at the camera so your students think that you’re looking at them.

And of course, you might want to record yourself in front of the camera, as if you’re teaching, just as a test to see how you project your voice on camera, how you convey energy and how you project your enthusiasm.

In the things that you say, you will also need to tell students what they will learn, why they will need to learn it, and what they should expect and be able to do with the information once they have learned it. Your students are less likely to patiently sit and absorb information just because they’re in the class, especially if they are younger learners.

In today’s podcast, we’re going to cover two specific areas of your live synchronous online teaching. First, we’ll look at your preparation and mindset, and this is really split into two avenues. The preparation means that you need to clearly know what you’re teaching in each lesson, fully plan it, and know exactly how you will teach it and engage your students.

And the other avenue of this preparation is looking at your mindset about how you’re teaching and how well it’s going. This aspect is something you need to focus on before the class is happening because it can really affect the way you think about the entire experience. It also affects the way you plan and prepare for the lesson. And lastly, it impacts how forgiving and flexible you’re going to need to be with yourself and with your online students.

And second, we’re going to look at some ways where you can get interaction from your students when you’re in that live synchronous online class setting to help them move, talk, and engage. These interaction strategies are going to be super helpful to keep your students’ attention focused, but changing pace throughout the lesson can also help your students mentally rehearse and more fully learn the content as well as learning to apply it.

So before we jump in, here are some ideas about the focus of live synchronous classes and totally online asynchronous classes. If you have a choice about whether your online class is going to meet live just as you would in a face-to-face class, or whether it meets asynchronously where students can log in at their leisure, when convenient, and participate on their own schedules, here is a good way to decide between those two options.

The number one factor is what you as the instructor are planning to do. If you are not going to interact back and forth with your students like in a question/answer type of interchange, and if you’re not planning to lead various interactive activities during the time together, if you’re only planning to lecture to deliver the course content, then you don’t need for this to be a live class. You can stand by yourself in front of a video camera and record yourself lecturing to an empty room, then put that video out there for your students to watch at their own schedule. Don’t make them come and sit in front of their computers only to be passive observers of your lecturing.

If they need to attend at a set time, then use that time to the best of your ability to get them interacting with you. Get them to ask questions, interact with each other, and do something that helps bring them into the learning mode to really engage and get something out of that time with you.

Preparing to Teach a Synchronous, Live Class

So let’s begin. First, we look at the preparation phase. You’re going to create a lesson plan for each lesson, and it needs to be detailed. Decide what students should know and be able to do by the end of this lesson. And decide how you want them to be able to demonstrate their learning at the end as well.

This will likely lead up to your design for assessments and knowledge checks or smaller formative activities leading up to something bigger coming up. Of course, today, I’m addressing only the way we deliver synchronous online lessons and not the actual assessment activities specifically.

If you’re teaching online, you must prepare the content ahead of time, even if you’re teaching live at a specific time. It’s not pretty to improvise in front of a camera feed with your students all sitting there. And it’s also very easy for your students to disengage, turn off their cameras, and find something else more interesting to do.

If they start doing this, they might even stop attending your class. To help them learn the best you can, you will need to be interesting, and engage them with you and with each other. Of course, the class doesn’t have to be live if you choose some other method.

You don’t need to see this experience as if you’re sitting on a stage delivering your lecture or monologue in real time as if you’re in a live classroom. Instead, if you’re going to just put everything online and let students come and go to participate at their own convenience, you can create many different types of content for that and you can make it an asynchronous class.

Maybe one of those, if you go that route, is going to be a short set of videos where you’re explaining or demonstrating a concept. Then there can be some reading material, and maybe you have a few videos that also help teach the concept. And students might be in a discussion area chatting among themselves in an asynchronous discussion as well.

There are a lot of options to help you, if you realize that you don’t really need them to be there live in real time. Whatever you do, be prepared and plan the lesson content, and the way you would deliver it as well, in advance.

Share Expectations with Students, Out Loud

You should be more specifically prepared in your online etiquette expectations. You can begin the class by sharing your standards about what they can expect from you and what you can expect from them in terms of how often and in what ways they will interact during your class. These instructions could include some kind of guidance about muting and unmuting their microphones, as well as what kinds of things can be written in the chat box, and whether they need to be on video or just have an image on the screen and their cameras turned off.

You should share these expectations out loud. Tell your students in front of the camera, when you’re actually there in the live class. Don’t just send them by email and expect your students to read them. You’ll want to reiterate them a few times and emphasize them, especially if you’re going to have these live courses throughout the semester where you’re meeting online, yet at the same time.

There are some additional ideas, like telling your students that online engagement is expected and required as class members. Camera issues and technical issues are not as common of an excuse for not engaging. Students can always use their smartphones as a backup if they have tech issues on their computer, and it can be helpful to engage the classroom support team early and often if there are any issues with technology access.

If you share your beliefs about why they need to engage and about how it’s going to actually cement what they’re learning, this can help your students purposely engage and be much more involved in your live classes.

Make Participation Part of the Grade

I also make participation a part of the grade during a live class, and you might consider doing the same thing, especially for younger students and if it’s a Gen Ed college class. You can use all kinds of brief exercises to interact or chat or get ideas from students throughout the class. And you can even call on students individually and take volunteers to answer questions.

So there are a lot of strategies to help you prepare. And as you think through what types of engagement you might want to use; you can plan your content throughout the lesson around these different methods available to you.

Adjusting Your Mindset

Now, the other half of the preparation is looking at your mindset. What are you thinking about your own teaching generally? And what will you expect to happen when you’re teaching online? How do you see yourself when you’re on video or when you’re coming across an online platform? And what might you do if everything goes wrong?

Let’s talk about that mindset a little more. Even though you will plan and prepare, be prepared for backup plans. In the past, you might have been able to deliver masterful classes and engage your students face-to-face remarkably well. But online, sometimes what you think will be a wonderfully developed and clear lesson turns out to be flat, confusing, and unengaging.

If you are new to teaching online, you will need to prepare with a beginner’s mind. Realize that you might not be as polished or put together as you would like to be. Have a plan B. You can share this plan B any time with additional content, different methods to teach the content. And if you have these backup plans, this is going to help you to feel calmer and help you stay calm if things don’t go according to plan. This is especially helpful if major adjustments are needed.

Because you might need to move to a backup plan, also realize that if it’s your first time teaching online, you might need to be more patient and flexible with yourself while you’re teaching. And you will also need to be more accommodating to your students who are trying to learn your teaching style as well as how to navigate that online space.

It’s really easy to clam up, get a little tense and hold students to a higher standard when things become frustrating for you. So, dial it down just a bit and be more accommodating to yourself and your students equally.

Improving Student Interaction with Polling Software

Lastly, we’re going to look at some ways you can get interaction from your students when you’re in that live synchronous online class to help them move, talk and engage. So how can you interact with these students during this live class?

One of the ideas I’d love to share with you today is to use polling software. There are many kinds of polling software. I’m going use four different kinds today and the first one I’d like to tell you about is called Poll Everywhere. This is one great option. They have interactive activities, attendance methods, quizzing, and ways to check understanding in real time.

You can add Poll Everywhere into a PowerPoint presentation that you already have. This makes it an easy way to add polling or any kind of interaction there. Once you’ve collected the responses, you can save them on the slide deck so if you’re going to share them with students later, those responses will be right there in the slide deck.

This Poll Everywhere also works with Keynote and Google slides. So with Poll Everywhere, you can make live synchronous online classes far more engaging and interactive without really having to change your slide deck very much from your traditional lesson you might’ve given in the past.

A second piece of software is called Mentimeter. Mentimeter lets you build interactive presentations right there on their platform, so you don’t have to go to something like PowerPoint. You can also collect polls, data and opinions from your students using their smartphones. They have 13 different types of interactive questions that can include word clouds and quizzing. The word clouds are especially beautiful because as students add their comments, any repeated statements become bigger in the word cloud and it starts to form right before your eyes.

You could put your whole lesson presentation in a Mentimeter presentation, and the engagement parts could appear throughout this lesson where students will respond, where they will interact, and where they will reply to your questions through Mentimeter. This platform includes themes for your presentations and free stock images to spice it up. And once you’re done, you can analyze the data, export it in a PDF file or in Excel, look at the trends and do some deeper analysis.

A third area is in the Zoom platform, which many of you might already be familiar with. Zoom has polling software built in. And if you’re having your live sessions in Zoom, these can be set up ahead of time and then they can be put on the screen when they’re needed and you can show the poll results to everyone afterwards. The Zoom polls can be conducted anonymously, or you can have participants names recorded, especially if you’re going to download them afterwards and take a look at those responses.

The last thing is the chat feature, which probably comes in whatever video platform you’re using for this live lesson. So the chat feature in the video platform allows students and you all to add your comments and ask questions.

You can monitor what’s going on there and include some of these comments as you’re teaching the lesson in your own speaking to connect to what students are also saying. You can also call on students who are there on video and just ask them to unmute and speak out loud as they would do in a traditional face-to-face class.

Some students are uncomfortable with this and very shy on camera, but once you encourage this kind of participation repeatedly, it grows. And it encourages more students to also participate in the same way. Those four ways of interacting, polling and getting answers from students can really help your students to wake up, stay alert, and really engage with the content.

Engage through Screen Share

Another way to engage your students is a screen share. There are many ways to do this and of course, if you’re in a platform like Zoom, you can either share an app through the platform or your entire screen from your computer right there in Zoom, and you could also share the interactive whiteboard.

When you use the whiteboard, you can just write on it like you would in a face-to-face class although it’s on the computer instead of on the wall. If you’re using Google, Google Classroom, Google Meets, or any of those types of platforms, you can also screen share there. There’s a Jamboard app that you could bring into your Google Classroom to also allow your students to collaborate on those whiteboards.

Video Share with Students

And then of course you can video share. You can stand up in your home office, just like you might in a classroom, put a whiteboard on your wall, and draw concepts on it while you’re teaching during the lesson and as you’re engaging with your students, just as if you’re standing in a regular classroom in front of that class.

These are all ways to engage your students, to get them to stay alive, alert, awake, to help them manipulate the content and interact with each other, explore ideas, and really learn during your live synchronous online class. I hope this has helped you think about how you might include students to engage them during that live synchronous online class.

Summarize the Lesson at the End of Each Class

As you close the lesson and the class for the day, find a way to summarize what they have done, what you’ve learned together and all that you’ve covered. Ask a student to tell you what their takeaway is from the lesson. You can either call on individual students to speak, or if you’re in a video platform with a chat feature, you can ask everyone to type a one-sentence takeaway from the lesson. Here again, this is going to cement their learning and help them repeat it again and again to remember what was taught, but also what they worked on.

You could ask your students to respond through polling software, if you prefer, to this section of your lesson, or you could have them add their answers to a Mentimeter word cloud. Whatever you do, asking students to help you sum up the lesson is another great way to help them engage more and solidly sift through their learning by sharing out.

Reflect After Each Class, Send out Email Reminders to Students

After everyone’s offline, take a moment to reflect on what went well. Was your preparation adequate? Was your mindset in the right place for this kind of situation? And did you prepare the situation itself with all of the steps needed for success? What would you like to adjust before the next go round? And then send a follow-up email to your class with a few key points and reminders about the next time. This will help them remember how to contact you as well when they have questions and it’s going to help them keep thinking about class when they’re away.

Thank you for being with me today. I wish you all the best in your online teaching this week, especially if you’re teaching live synchronous classes.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit bethaniehansen.com/request. Best wishes this coming week in your online teaching journey.

#40: Benefits of Using the WOOP Tool

#40: Benefits of Using the WOOP Tool

This content was initially posted at APUEdge.Com

Do you want to improve your time management or adopt a new habit? In this episode, Dr. Bethanie Hansen shares the WOOP tool to help you change behaviors, create new healthy habits, and take a fresh approach to online teaching or online learning. Listen to hear the four steps that were developed using neuroscience and motivation theory to help you become more focused, more productive, and more successful in your online teaching and learning goals.

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Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen. And I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Teaching online and learning online can happen anytime, anywhere. For this reason, it may be challenging to set boundaries, to manage time, to prioritize the tasks to be done, and to manage everything else in life.

Perhaps there are aspects of your online work that you have tried to change, but you find that you keep returning to less effective strategies. In today’s podcast, I’ll give you a new tool to help you with time management. It will also help you focus on what you would like to accomplish in your online teaching or, if you’re an online learner, in your online schooling.

You can also use it to change habits and behaviors, so it can easily be applied to other areas of your life. This tool will help whether your task is big or small, you might be teaching one class or have to write one assignment, or you might be teaching five classes and need to grade 120 essays. Either way, this tool is based on neuroscience, motivation theory, and it will give you more of what you want and help you spend your time wisely.

If you need to get through circumstances you cannot control like having to self-quarantine or having children at home when they would normally be at school and other unexpected challenges you are facing, this tool will help.

What Challenges Are Keeping You from Being Productive and/or Effective?

Before I share it, think about three things that keep you from being focused in your online learning or teaching right now. And if focus is not really your concern, think about three things that keep you from being successful or effective as you would like to be, in your online learning or teaching right now.

I asked this question to faculty, students, and academic leaders a few months after the pandemic erupted and significantly impacted the way people lived and worked. And I’d like to share some of their answers with you.

  • First, we have the relationships in the home environment. Kids, having children at home, homeschooling children, children wanting to be in the office space, wanting to play. A husband, wife, or partner wanting to talk while they are home. Other family issues, dogs, cats, or other pets, maybe the dog needs to go out, go for a walk or something like that.
  • Next, we have health areas. They could be health issues, allergies, fatigue, or getting sick.
  • And then of course we have the environment we work with. TV might be on. Distractions. Being easily distracted, maybe our own ability to concentrate or our own stress levels.
  • Perhaps it’s just the unknown, feeling anxious or worrying.
  • The internet speed and connectivity, the office setup, or lack of an office space.
  • And, lastly, we have areas of productivity, expectations and work-related tasks. These could be texting, constant email interruptions, maybe you hate grading papers, multitasking, difficulty finishing one project before starting other commitments, taking on too much, not enough time to complete these tasks and personal commitments, or maybe you find it difficult to say “no.”

Many of these challenges are really just a normal part of working from home and teaching and learning online, or even normal parts of life. They can become even more significant when other circumstances have changed, like family members being present when they normally might be at school or work. When there is more going on like political unrest and pandemic concerns.

And some of these challenges really are unique to the conditions faced during the pandemic. As you think about these challenges, consider the experiences you have when you face these challenges. What is the impact on you?

You might have less sleep or irregular sleep. Your energy could be impacted. If you typically exercise and are more active, you can’t always do that now or you don’t feel like getting started. Your enthusiasm is reduced. You may have begun your approach enjoying and wanting to teach online and as these things have continued to impact you, you’re “want to” moved down to the “should” level and then should may have become “need to” and that became even less compelling when it became “have to.”

Anything we approach with the belief that we should do it, we need to do it, or we have to do it is beyond our control it seems. It’s as if there’s this demand placed on us from outside us that now controls our time and our mental space as well.

Whenever we perceive something this way, another impact is that we find it difficult to find solutions or even find our focus and we lose our creativity. Long-term, these impacts on our health and wellbeing are very significant. And the challenges of managing these things that impact our online learning or online teaching also impact our relationships, our sense of purpose in the work, and our life satisfaction. We can see that changing things might help. We’ll bring these ideas back later in the podcast when I share the tool with you.

How the WOOP Tool May Help

The good news is that I’m sharing a tool with you today that can help you turn things around; this tool is called WOOP, or W-O-O-P. It’s a simple tool I discovered recently that I think you’ll find simple and powerful. Well, what is WOOP?

First, I’ll tell you what WOOP is. It’s a tool that uses two different types of strategies. These are mental contrasting and implementation intentions. The tool helps change behaviors and achieve goals. It’s based on neuroscience and theories of motivation and goal attainment.

If you get really excited about this tool and want to dig deeper into these areas, I suggest reading the book, “Rethinking Positive Thinking” by Gabriele Oettingen. Each letter of the strategy stands for one step and the steps are “Wish, Outcome, Obstacle, and Plan.” Now I’m going to break these down for you to walk you through the WOOP process.

Step One: Wish

What are you trying to accomplish? In this step you’re going to state your goal. It should be something challenging, but realistic. If you include aspects that seem compelling to you, this will make it even better. But choosing something out of reach and unrealistic when you use this tool will actually make the process more difficult and completely unmotivating.

The timeline of your goal does not really matter, it could be goal that you want to achieve today, tomorrow, next year or five years from now. For the topic we are addressing today in this podcast, I suggest choosing a specific goal in your online teaching and learning. It could be a teaching task, another aspect of working online, your self-care or family areas.

Here are a few examples from online professionals that have shared their goals with me:

  • staying focused during work time or completing work in a timely manner
  • delegating to others more effectively or providing clearer guidance to people who are waiting for my step on a project
  • writing or updating an online course
  • seeing a project through to completion
  • completing grading, getting grading done on time, grading more efficiently, or establishing a consistent schedule in relation to student grading
  • checking some smaller tasks off the to-do list that have piled up
  • writing for publication or planning scholarly activities
  • reading more academic articles instead of watching TV
  • prioritizing various work activities and priorities
  • working on school studies more regularly or working in your online teaching more regularly
  • making self-care a priority
  • reducing stress
  • taking time for exercise in the morning, and
  • setting boundaries with family members when it’s time for online work

Think about what you would like to accomplish. Is it something you would like to change or improve? Is it a habit you would like to begin? After hearing the many examples I’ve shared with you, you can see that something big or small would work and it can be short-term or long-term. Just take a moment to choose one goal that you’re trying to accomplish for this first step and write it down.

Step Two: The Outcome

What is the best possible outcome that would result from accomplishing your goal? Yes, you might consider the immediate outcome, like the fact that your grading would be done, or you would finish the project.

And let’s take that outcome even further. What’s it going to do for you? For example, here are three example outcome statements I really like, maybe four.

  • “I have more energy and feel better about myself.”
  • “I am relieved and feel proud of myself.”
  • “It gives me sense of accomplishment and pride and I’m happy that I’m using my time wisely.”
  • “I have a positive feeling that I’m taking care of my students.”

As you consider the best possible outcome that would result from accomplishing your goal, write this in the present tense as if it’s already happening. This step is going to give your brain some visualization to begin anticipating what you will feel or experience.

You already know that accomplishing this goal is going to be important to you and it’s going to help you. The outcome takes it to the next level by helping you give it even more purpose and meaning. Take a moment to craft your outcome for this second step and write it down.

Step Three: The Obstacle

What are the obstacles that prevent you from achieving your goal? What’s standing in the way between you and your goal? Earlier I asked what three things were keeping you from focusing or being as successful as you would like to be in your online teaching and learning and then I shared many ideas other online professionals have mentioned about their work.

Now we can take those things and turn them into a more detailed idea. Here are some examples:

  • “I don’t feel motivated or excited to exercise in the morning.”
  • “I procrastinate and get distracted by Facebook or other social media.”
  • “I’m tired when I get home from work and just don’t feel like reading.”

As you think about your obstacles to reaching the goal, just list one specific thing that is tangible, as an obstacle that comes up for you. As in the previous step, visualizing the obstacle is going to give your brain that connection to what you’re thinking about, and it will anchor your thinking in the process. The obstacle will come up again for you in the future and it’s important as part of this process to write it down. So take a moment to identify one specific obstacle you are personally facing related to your goal and write it down.

Step Four: The Plan

What are you action would help you when this obstacle shows up? The plan will be one sentence, structured like an “if–then” statement or a “when–then” statement. You will be able to create this plan and visualize it your mind. The sentence starts with: “When ____ (that would be the obstacle), then I will ____ (and that’s the action to overcome the obstacle).”

An example might be that “When I wake up, then I will see my exercise clothes and shoes I’ve set out the night before, put them on and exercise anyway. Even if I’m tired and don’t feel like exercising.”

This of course is my own example, my own scenario. I learned that I never feel like exercising in the morning, but I really want to. It takes time to get out the clothes and put them on or set up what I’m going to do. Because of that I actually started planning ahead the night before, and I put my exercise clothes and the shoes on the bathroom counter so I see them when I first get up and go into the bathroom.

I don’t have to make any decisions. I don’t have to look through my closet for exercise clothes. That resistance is totally eliminated. I also set out my exercise equipment, like my hand weights, my workout video DVD, my headphones, or any other items where I go to do the exercise. Again, this reduces decision-making and the time it takes to get ready, and it makes the habit a lot more obvious for me. Having everything set out the night before helps me overcome the feeling of not wanting to exercise because things are just ready to go and it’s a lot simpler getting started.

We know that the best way to establish a new habit is to imagine the obstacle and then do the action to reduce the obstacle and make the habit more obvious and easy to do. In the WOOP tool that we’re using today, the idea is that we visualize the obstacle, and we anticipate it being there. And we condition ourselves to respond to that obstacle with the behavior or activity we want to do instead.

Here are a few examples:

  • “When I get up in the morning then I will immediately put on my exercise shoes and go for a run, even if I don’t feel like it.”
  • “If I get distracted from my work, then I will block all distracting websites with Focus Assist, and get back to work.”
  • “When I get home from work, then I will immediately log into my Brightspace classroom and start reading.”

Take a moment to design your “if–then” plan, or your “when–then” plan and write it down. As you create the sentence, visualizing it and imagining it happening is going to help you prepare to activate your plan.

WOOP Can Help You Overcome Obstacles, Adopt New Habits

Now using WOOP can really help; it can help you create new habits, change behaviors, and take a fresh approach to your online teaching and learning. You’ll find that you can use this tool to overcome any obstacle to creating a big project or completing a big project. It can help you master a difficult situation.

You can also use it to handle time management, set up self-care routines, and confidently adopt new priorities.

The mental contrasting strategy includes taking your current situation, visualizing what it could look like as an ideal state, and visualizing obstacles that you will encounter.

While you might have created goals and plans in the past, the key here is to identify and anticipate those obstacles. This makes the difference in pushing through them.

In implementation intentions, these are the triggers that you set up for the “if then” and the “when then” relationships to create new actions you’re going to take.

The tool is simple but powerful. It really does help you target one area of your online teaching work or your life and make a change. You can complement this strategy with additional ideas like using checklists, taking a planned breakreflecting at the end of the week to acknowledge your progress, and then adjusting your plan for the coming week.

Thank you for being with me today to explore this tool and consider trying something new. Remember that if you write things down and reflect on how they’re working for you, it makes the process clearer and helps you think about your thinking, as well.

Writing your steps to this plan and writing your reflection on how it worked for you, these are great places to start. Best wishes to you this coming week in your online teaching and in trying out the WOOP strategy.

This is Dr. Bethanie Hansen your host for the Online Teaching Lounge podcast. To share comments and requests for future episodes. Please visit BethanieHansen.com/request. Best wishes this coming week and your online teaching journey.