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Helping Educators Thrive while Teaching Online, so They Can Help Students Develop Their Potentials and Promote Resilience and Lifelong Learning in Their Communities

Dr. Bethanie Hansen 

Strategic Educational Leader and Coach

#59: Tips to Skillfully Cope with Life’s Inevitable Stressors

#59: Tips to Skillfully Cope with Life’s Inevitable Stressors

This content initially appeared at APUEdge.com. 

We all have an endless “to do” list that we can’t keep up with. It’s easy to get overwhelmed by all our responsibilities and tasks, but that cumulative stress is incredibly harmful to our physical and mental wellbeing. In this episode, Dr. Bethanie Hansen talks to APU Chaplain Kyle Sorys about his role in offering emotional and spiritual support to students and faculty. Learn ways to skillfully cope with life’s inevitable stressors like dedicating a day each week “no work” where you just enjoy life, establishing “no screen time” each day, getting more sleep, eating better, and meditating. Also reduce stress by learning how to extend self-compassion and self-kindness to yourself in conscious acknowledgement that you’re doing the best you can. All these tips can improve your overall wellbeing and help you live a fuller, less stressful, life.

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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.

Hello, everyone. And welcome to the Online Teaching Lounge podcast. We are so excited to have you today, because we have a special guest, Chaplain Kyle Sorys. He is going to share a lot of expertise with us today. And as you know, our podcast is geared toward online educators. So you’re living and working online and you have a lot on your plate, and we hope today you’ll find something that makes working online just a little bit easier to manage.

Your life online is something we have covered quite a bit in the Online Teaching Lounge podcast. We’ve talked about sleeping more, getting some better exercise and some activity going, there. And we’ve also talked about eating healthy and managing your time. So today we’re going to meet Chaplain Kyle Sorys and I’m really excited to have him here today. So, Kyle, welcome.

Kyle Sorys: Thank you.

Dr. Bethanie Hansen: Thanks for being here. Can you tell us a little bit about your background and your path to becoming an online chaplain at APU and AMU?

Kyle Sorys: To me it’s like two questions. It’s like, how did you get here? Where we all can resonate with, since we all work for this organization. And also, what was the path to becoming a chaplain?

And so I’ll just say the chaplaincy, the profession of chaplaincy, I stumbled into it. And I wonder how true that is for most people in their professions versus seeking it out? The truth is when I was in college, when I graduated undergrad and I was looking at master’s programs, I just wanted to take all the classes. I really wanted to be a professional student. I wish they paid me, instead of me paying the school.

But yeah, all the classes, I’m like, “Oh, yeah. I want to take that one. I want to take that one.” And it’s like, “This is training you to be a chaplain.” I’m like, “Okay.” I had no idea what a chaplain was, but I’m like, “Okay. I just want to take the classes. If these classes train me to become a chaplain, then I’ll be a chaplain.”

So yeah, graduate. And then learn what chaplaincy really is. And here’s a learning curve that first year when you’re new to something. So I cut my teeth in the hospital for a while. After that, I did church ministry, youth ministry, specifically. That’s where I met Chaplain Cynthia, who is our full-time primary chaplain at APUS.

[Read an article by Chaplain Cynthia: Embracing Change in This Era of Mass Confusion and Fear]

So it’s interesting how our paths course correct or flow. Just interesting to me. Like the whole purpose of that one year at the church, because I never saw myself working at a church, was I think just to meet Cynthia, just to connect with her.

And so after that, I still do it, too. Not as much because of the pandemic, but a hospice chaplaincy. And Cynthia asked to me to help her out and come on online university chaplaincy. There’s such things as university chaplains like on site, but I’m wondering if APUS, Cynthia, myself, and we have another one, Audrey, if we’re the only online university chaplains in the world, which boggles my mind.

Dr. Bethanie Hansen: Wow. That is interesting to think about. And I’m wondering what might be different, just to expand that a little bit, about being a chaplain online versus in the live space? What’s the change?

Kyle Sorys: So in hospice, I call it ministry of presence. Being one-on-one with another person, having the physical energy of another person. That gets removed on the online environment. Hence why I really, when I’m working with students or with staff or faculty, mainly it’s students I work with, I really try to talk with them over the phone, at least get the voice. That way I can have a feeling or an understanding. Get that body language, but in the voice. I don’t know how to describe that. It’s like voice language, but under the language, does that make sense?

Dr. Bethanie Hansen: Yeah. It sounds like tone and inflection and mood.

Kyle Sorys: Yeah, exactly. Because I learned, a lot of emails, right? A lot of emails in the online university profession. The written word, it makes it a little challenging to try to really feel what the person’s going through. Really hear what they’re trying to say. And I find myself, well, I hear this in the writing. It’s like, well, I hear it in the word, but I don’t literally hear it in my ear. So that makes it challenging.

But the freedom it gives too, that you can be anywhere in the world and we can connect this whole now Zoom revolution in a way. Everyone’s on a screen. There’s a lot more flexibility versus, “Oh. You have to meet me in my office, or I have to come meet you. And how far, and where are you?” And more localized as well. I can’t go physically visit someone in the East coast when I’m living right in the middle of the country. So pros and cons.

Dr. Bethanie Hansen: Yes. And just before we jump into some of the things we might want to talk about today, can you give just a brief, “What is a chaplain?” for any of our listeners who are really just not familiar with that role?

Kyle Sorys: I’m still trying to figure it out myself. It’s funny. Was it last week or a couple of weeks ago? Quarterly, we do “Meet the Chaplains,” and that’s where I explain the profession of chaplaincy a little bit. And traditionally, it is clergy members, but in a secular environment, like a hospital, the military, prisons, fire departments, police departments, so secular organizations bring a traditionally religious person in, has a religious background. I think that’s evolving and changing that ritual religious ritual ministry is important, but that’s not the emphasis here on the online university. Maybe that’s one to five percent. I think I’ve prayed once or twice. I don’t know how many students I’ve worked with in the past year that really requested prayer. Most of it is emotional support. And underlying that is spiritual support.

So in brief, chaplaincy is offering spiritual and emotional support. Hence the importance of that ministry of presence, of just being with someone in their struggles and just listening to their story. So another definition I could say as me as a chaplain is someone who hears stories and just appreciates hearing stories.

Dr. Bethanie Hansen: Wonderful. It sounds like a really engaging profession and also one with a lot of variety.

Kyle Sorys: Yeah.

Dr. Bethanie Hansen: On the idea of the emotional and the spiritual support, it seems that online faculty in particular are very heavily loaded nowadays. They’re doing a lot. It takes a lot of time. As you mentioned, a lot of emails. They experience that too. What would you like to share with listeners about stress management?

Kyle Sorys: First, it really is about an acceptance that stress exists. You can’t escape it. So there’s no need to resist the stress. Because stress can mean a whole lot of things to different people too. So when I contemplate, like what is stress? And for me, stress is whatever disturbs the mind, whatever disturbs the heart. It’s those winds and storms of life.

And sometimes it’s unavoidable, but most often we’re the ones creating that wind and those storms and those disturbances of the mind.

There’s an analogy that you could get hit with a dart or shot with a dart, a really sharp dart. It hurts. And what do you do with it? Well, most often what happens is we take more darts and stab ourselves, instead of just pulling that dart out and going about our life. So stress happens and what do we do? What is our reaction to the stress?

And so to manage stress, there’s skillful coping and unskillful coping. And it’s really cultivating these skillful coping mechanisms where we just pull that first dart out, instead of adding a second dart or a third dart or fourth dart and so on. And then adding more darts because we’re adding darts.

So that’s definitely where I’d say, start with stress management. Just accept and open to the fact that it is unavoidable.

And then investigating, what are we adding onto it? Is it in our benefit or is it making things worse? Because most often stress happens, we react and we don’t even realize how we’re reacting. It’s just so much habit patterns and conditioning. So really learning what’s under that and managing that, then the stress itself. Stress, you can think of it as more as a symptom of an underlying condition going on.

The stress is not personal. I have that, that sometimes we like to think it’s about us. It’s against us. That it’s a personal attack or life’s out to get us, like we did something wrong. All that we add on to it. No, stress is just stress. It’s not personal.

I think if we can really connect with that, at least for me, if I connect with that, that it’s just nature arising, nature unfolding, just stress happening. It’s not personal. There’s a letting go in that. There’s a release and that which helps the stress.

Dr. Bethanie Hansen: As you’re describing this, I’m getting this idea. There’s this concept that thoughts just exist and they might float through your mind and float out of your mind. And if you have a negative thought, you could just imagine that and let it go in the same way. Your analogy to the darts makes me think of that same idea, passing through.

Kyle Sorys: Exactly. There’s two common analogies of the mind. One is the sky. Sometimes you get the nice, beautiful fluffy white clouds just slowly rolling by. Other times, there’s dark, stormy clouds filled with water, ready to burst. Sometimes there’s lightning and sometimes there’s tornadoes. But it’s just weather patterns of the mind. It all comes and goes. And exactly, do you want to get involved with the clouds? Are you even able to get involved with the clouds and the storm? Or you just watch it? Yeah, exactly, just take a step back and just watch the clouds pass by.

Dr. Bethanie Hansen: Beautiful. Thank you, Kyle. So what strategies might our listeners want to try to deal with their stress or manage it?

Kyle Sorys: This is a hard question to answer, honestly, because it’s so individual. Strategies that work for me may not work for another person and vice versa. But when we were talking before, when you invited me and we talked about what this podcast would entail, I remember mentioning a story that popped up called “what’s done is finished.” So for this question, I’m going to read that story. It’s really short, but I just want to share that to hopefully plant this seed. You can come to keep in mind the importance of this phrase, “what’s done is finished.” And this comes out of my probably favorite book, “Who Ordered This Truckload of Dung?

Dr. Bethanie Hansen: Sounds great.

Kyle Sorys: Oh, it’s awesome. Yes. So what’s done is finished.

“The monsoon in Thailand is from July to October. During this period, the monastics stopped traveling, put aside all work projects and devote themselves to study and meditation. The period is called the Vassa, the rain’s retreat.

“In the South of Thailand some years ago, a famous abbot was building a new hall for his forest monastery. When the rains retreat came, he stopped all work and sent the builders home. This was the time for quiet in his monastery.

“A few days later, a visitor came, saw the half-constructed building and asked the abbot when his hall would be finished? Without hesitation, the old monk said, ‘The hall is finished.’

“‘What do you mean the hall is finished?’ the visitor replied, taken aback. ‘It hasn’t got a roof. There are no doors or windows. There are pieces of wood and cement bags all over the place. Are you going to leave it like this? Are you mad? What do you mean, the hall is finished?’

The old abbot smiled and gently replied, ‘What’s done is finished.’ And then he went away to meditate.” That is the only way to have a retreat or take a break. Otherwise, our work is never finished.

Dr. Bethanie Hansen: What a way to frame that idea.

Kyle Sorys: Yeah. That to-do list. We all have a to-do list. It’s just part of our adult life and it never ends. I know I get stuck on what’s left. Oh, it just keeps accumulating and I can’t keep up. Versus just set it down and looking at it. Nope. I checked that box off. I checked that box off and having it, it’s good enough. What’s done is finished. And there is a letting go in that.

Dr. Bethanie Hansen: Kyle, thank you for sharing that story and the great example of how to re-conceptualize or view it differently when we’re feeling like the tasks just never stop. They never go away. And in our online teaching world, it does often feel that way, because we might have classes overlapping. There might be an endless pile of forum discussions to reply to, or essays to grade and more to do. So very nice concept to think about just being finished. I like that.

Kyle Sorys: There’s another philosophy I personally stick to, and I understand I don’t have family. I don’t have children. So it’s really easy for me to implement this into my life. But one day a week, I truly commit to no work-related tasks. Even thoughts about work. I’m like, “Nope. Setting those aside. Today’s not the day.” One day a week to live life as I feel it’s meant to be lived, whatever nourishes me spiritually, emotionally. Because come to this understanding that I guess it’s a bigger view. Again when I was in college, it was in Boulder and we called it the Boulder bubble.

Around Boulder, there’s just these majestic mountains and all this natural, just uncivilized greatness and wonderfulness. But you get so bogged down in the Boulder bubble, the assignments due, the busy-ness of traffic, this where to go, those daily tasks of life that we forget the big picture that these mountains exist. And then the big picture of space and time. When we really contemplate our lifespan in the grand scheme of things, a space in time. We’re a blip, or a blip of a blip. And life is precious.

Our time is precious. And in hospice work, I joke, but I’m serious when I say this, that I have heard nobody, not one person on their death bed ever say, “I wish I worked more.” So what’s really important in life? So at least commit one day to embracing that, what life is really about for you.

Dr. Bethanie Hansen: Wonderful guidance. Thank you for that piece as well, Kyle. Now I hear you are a bit of a connoisseur of meditation.

Kyle Sorys: Yes.

Dr. Bethanie Hansen: Maybe have some strategies you could suggest for a beginner. How might we try meditation?

Kyle Sorys: You start where you are. That’s first. You just start where you are. It’s funny. Because the instruction to meditate is really simple. But in actual practice, it can be quite challenging. And that’s why we call it practice. But if anyone is interested in meditation I might say, “If you’re really serious, call me, contact me, email me, and I’d love to talk one-on-one more about it.” That way it can be more of a personal and individualized approach, because not everyone is at the same starting point.

No one has the same causes and conditions happening in their life. So that helps. But basically, really you just commit to a practice, and you start very small, and the practice is stopping and resting. You just sit and be. And breathe.

The image that was given is it’s like sitting on a park bench. What do you do? You just sit. You just be, when you sit on a park bench, and you just take in the sensory experience, be it the birds singing or the people around, or if there’s children playing or the firmness of the bench seat. The warmth of the sun, you’re just in that moment. Whatever’s happening, arising, you’re just being with it. Again, another joke, but serious, we’re called human beings, but we’re conditioned as human doings. So really it’s tapping in what does that mean to be a human being? To just be, to learn to set things down? That’s meditation, the essence.

What really helps is when you do sit, you’ll see that the mind just carries these bags of past and future. And if you’ve ever carried heavy luggage, maybe that’s a thing of the past, because everything’s on wheels now. But if you carry these heavy bags, how wonderful it feels to let them go and set them down, right?

So that’s what we’re doing is just not giving into the lure of the nostalgia of the past, or reminiscing about the past. Or planning and worrying and creating an anxiety about the future, which is uncertain. Whatever you think is going to happen, probably rarely ever happens that way.

So, that’s the practice, just at least five minutes a day. Start small. Going to stop. This five minutes in the morning and this five minutes in the afternoon or this five minutes in the evening, this is my time to just stop. Put a force field around me that keeps everything out. Just for these five minutes, I’m taking a mini-vacation and relax to the max.

Dr. Bethanie Hansen: Oh, I liked the sound of that. In fact, as you were describing it, I was starting to think about the birds chirping and just getting really present in the now, and not worried about the next hour or the next day or when those assignments are coming due and all the grading we’re going to be facing, needing to manage that time. But just thinking about the moment you’re in and letting go of anxiety. Really appreciate you sharing that suggestion and a little bit of a process with us as well. Thank you, Kyle.

Kyle Sorys: You’re welcome.

Dr. Bethanie Hansen: What else, if anything, might you suggest or share with us that could really help online educators with their stress management or maybe anything else that has to do with their overall wellbeing? What do you think?

Kyle Sorys: You mentioned it in the beginning. You I guess talked about it in the past. That the body and the mind are not separate. So to take care of the mind, as in meditation, you also need to take care of the body. Meditation is rest, but rest is also physical rest. So we are a very sleep-deprived society.

And I had one student. She was going mad. She was really stressing out and that was the one question like, “How’s your sleep?” That’s all I asked and she said, “I don’t sleep. I kind of this and this.” And I checked in with her and she just asked like, “Did you get sleep last night?” And she goes, “Oh.” Like her mind was just reset and how everything just smoothed out for her, just because she got one good night of sleep. I think we forget that. Maybe we forget that because that to-do list, right? Like, “Oh. I got to wake up. I got to do this.”

Move the body. Working with elderly people, that’s their advice. I ask them like, “What’s your nugget of wisdom?” And some of them will say, “Make sure you move that body every day.” Be it stretching, walking. Because just reflect what’s the percentage of your daily time committed to sitting or lying down? It’s too much for me. I’ll admit that’s way too much. And to be conscious of standing more, just even standing and walking, moving, and stretching and being mindful when I’m bending over. And I guess this body communicates that to me. It’s like, “Take care of me. If you don’t, I’m going to make you.”

And then, yeah, the nutrition also. I guess you’ve talked about that in the past. What fuel are you putting in the body? That affects the mind as well. Other well-being tips… Like committing to not having work, but having periods in the day where, “This time, no screens allowed,” because we are definitely becoming a civilization of screens and can get really caught in the screens. And I just know it tires my eyes. It tires my mind just looking at the light. I don’t know. It does funny things to me. Maybe that’s just me, but I have a sense others might experience that as well. But be aware to take time out from the screen. I actually had a friend, that’s a slogan. He goes, “Put yourself in timeout at least once a day.”

Dr. Bethanie Hansen: And someone said to me, “Be your own parent.” It sounds a lot like that.

Kyle Sorys: It’s hard. Right?

Dr. Bethanie Hansen: Exactly.

Kyle Sorys: As adults, we struggle the most feeding ourselves and putting ourselves to bed.

Dr. Bethanie Hansen: It’s true.

Kyle Sorys: Yeah. I think of, with stress, another way to think of stress, I like this. That the mind is like a garden. And so everything in life that we consider good or bad, it really is neither. It just is. But it can all be used as fertilizer for the mind. And so when we step in the crap of life, our reaction is to get away from it, to scrape it off the shoe, to be repulsed and disgusted by it. It’s so nasty. But we could just leave it on our shoe and take it home and then scrape it off in our garden and it’ll grow some beautiful flowers.

Dr. Bethanie Hansen: That is a great, great visualization there.

Kyle Sorys: And the importance of self-kindness and self-compassion. “You are doing the best you can. You have to remember that.” Pretty much everybody is doing the best they can. And if you’re not, if you ask yourself, “Am I doing the best I can?” You say, “No,” then you know like, “Oh, okay. I need to be striving a little bit.”

Most often, you’re going to say, and “Yes, of course I am.” And just, well, have some kindness there. Have some gentleness there. Another slogan or motto that I use often is, “You make peace. You be kind and you be gentle. To yourself, to others, to this moment. Just make peace, be kind and be gentle.”

And I think that can go a long way in helping with the stress and wellbeing. Cultivating lightheartedness, having a sense of humor, the importance of humor and playfulness. This adult mind forgets that skill and its so vital to childhood development. But I do believe it’s still that aspect of play and humor is vital to our adult development as well. And to just cope with the inevitable stressors of life.

Dr. Bethanie Hansen: Wonderful. Kyle, thank you for all that you’ve shared today. I can tell that you draw on your expertise from your various background experiences you shared with us earlier. And also, even though this is just online, you and I are looking at each other on video while we’re recording this. And I really feel like I have a sense for your presence. I don’t think that virtual totally prevents that from coming through. It’s just nice to be here with you, and thanks again for all you’ve shared with our listeners today.

Kyle Sorys: Likewise, Bethanie. Thank you very much.

Dr. Bethanie Hansen: Yes. So as we wrap it up, this is the Online Teaching Lounge podcast and we’ve been here with Chaplain Kyle Sorys and talking about your wellbeing as an online educator. We wish you all the best this coming week in being the best version of you in your online teaching.

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.

#31: Teaching Military and Veteran Students Online

#31: Teaching Military and Veteran Students Online

This content was first published on OnlineLearningTips.Com.

Subscribe to Online Teaching Lounge

Military students, especially those on active duty, are a unique segment of the online student population who have specific needs. In this episode, Dr. Bethanie Hansen provides advice and recommendations for instructors about teaching military students including encouraging them to ask questions, making accommodations for unexpected deployments, focusing on real-world connections with learning material, helping them with time management strategies, and much more.

Transcript:

Dr. Bethanie Hansen:

Welcome to episode number 31, teaching military and veteran students online. 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 episode today. Thanks for joining me for the podcast. I’m happy to work with you on teaching students who are either currently serving in the military active duty or perhaps they are veterans students. Either way, we have a special population who needs a little bit of attention and understanding.

I work at a university where we have a very high percentage of military and veteran students. And I personally have really enjoyed what these students bring to the experience.

By definition, for today’s discussion, student veterans or military students are either currently serving, they have served in the past. They could be undergraduate or graduate students. They might be active duty, National Guard in the Reserves, separated from the military, or retired.

This is a broad definition, and for today, I’m just going to talk about these individuals as all being in the veteran population. We’re going to get started with a little bit of understanding to help out if you’re new to teaching military and veteran students, or if you’d like a little grounding on what I’m going to talk about.

Military Students are Highly Disciplined, Structured, and Team Players

The first thing is, veteran students understand roles and hierarchy. In the military, you might understand that there is a chain of command. There is a military commander who has the authority in a given situation. There is a tradition of receiving and obeying orders of various kinds. They are followed, and they dictate a lot of one’s work, one’s existence in the military structure itself.

There’s also a lot of discipline that military individuals bring to their studies and to their work. And they’re used to working on teams and interacting with others and having their results also depend on other people as well.

Encourage Military Students to Ask Questions and Provide Them Clear Instructions

Because of this, there are a lot of things we do as online instructors, where we might catch military or veteran students off guard just a bit, and we might need to let them know they can approach us with questions. They can ask questions to clarify things. They don’t need to take things just on face value and walk away and try to guess.

If requirements are not very clear, we want to encourage them to reach out, communicate, ask questions. If they have a special situation or a circumstance that takes them out of class, we also want to reach out to them to communicate that we’ll be flexible with them and we’ll work on things.

Some communication basics that will help you in working with military and veteran students are to be clear and concise with all of your communications and your instructions. Be direct. Keep it brief.

Act first and ask questions later is a mantra for a lot of veteran students. So giving a lot of information up front will help them because they might not ask first.

Apply Andragogy Theories to Teaching Military Students

They give respect and we want to demonstrate respect in our teaching toward them as well. As I mentioned, there’s a chain of command that exists in the military. So there’s this understanding of the hierarchy of the top-down leadership. You as the instructor, they might be perceiving in that way.

Some of the work and life experiences that military and veteran students bring to their learning really center on the principles of andragogy, which is adult learning theory. And Malcolm Knowles is widely known for this theory as are many others.

Some of those things about the art and science of adult learning really apply here. Our military students are self-directed, autonomous, and they need to be able to control a lot of things in their learning experience.

For example, they might want to plan their own learning. They might need to work ahead. They might want to decide their project, based on the parameters, and just jump in. Their learning experience is the main resource in who they’re going to become as a student. If they have life experience that you can tap in to the work they’re doing in the online classroom, this is going to really help drive home the concepts they’re learning. It’s also going to really personalize it for them.

Help Students Make Real-World Connections to Classroom Learning

If students in the military and veteran population understand why they’re learning something, they just show up ready to learn, and they have intrinsic motivation, for the most part, to get it done.

An example of this life experience and work tying into online learning comes from the course that I taught. I did a research experiment with students who were in a music appreciation class and also in an art appreciation class. In this course, during week one of the forums, I specifically asked them: What was their life experience with the music or art of other cultures? Had they been to other countries? Had they seen the art or heard the music of other people who were maybe new to them?

I had students with the whole barrage of different experiences. Some had served in Japan, some in Korea, some in various countries in Europe. Some had served in the Middle East, some in Africa. They were able to draw on those experiences before the class really started rolling along. And as they were learning different musical things and artistic things, they were also able to make more connections because we had tapped into that experience early on.

Then at the end of the course, I asked them the questions again. How does this help them frame the experiences they have had with other cultures, and what might they do in the future? Some students even said they wished they had had a course like this before serving in those other countries, so they could value the culture more and really taste of the different offerings, different cultures, and different countries provided to them.

Anything that we can do to tap into their existing knowledge, their life experiences, and their learning is going to really help the military and veteran student, and for that matter, even the whole adult learner population.

Familiarize Yourself with the Language of the Military

There is some special vocabulary you might encounter when you’re working with military students. For example, there are common military terms. You might hear the words TDY, or the abbreviation TDY. TDY stands for a Temporary Duty Assignment. There’s also TDA, and it could be called TDT, Temporary Duty Travel. It could be TAD, which is Temporary Additional Duty in the Navy and the Marine Corps, or TDI, which Is Temporary Duty under Instruction. And that refers to a training assignment.

All of these kinds of things are going to take a military or veteran student out of the classroom. They’re going to be on an assignment where they may or may not have internet. There might need to be some flexibility with due dates, with the weeks where they’re actually showing up in the forum discussion; and there might need to be some either opening assignments early or giving them flexibility to complete the work when they get back from those temporary assignments.

Now, there are also some different phrases that might be interesting and new. For example, the phrase “embrace the suck” is a phrase that a lot of my students used to throw around in class. It means to love it when work gets tough, because when it’s over, you will better appreciate the not so tough work that you’re going to do.

It could be referring to a class they didn’t really want to take. Maybe it’s a Gen Ed class, something like that, but they’re going to just power through it and do the best they can to get the tough work done.

Another one is Lima Charlie, that means loud and clear, or in other words, I heard and understood what you said. Another phrase might be “to nug it out,” which is to get it done. Also, there’s a WARNO, W-A-R-N-O, which means a heads up that a project is coming soon. Literally, it’s a warning order.

So military students do have a lot of jargon they might use. In the transcript notes from this podcast, I’ve given you some links to translations and glossaries so that if you are not experienced in the military, and if you do teach a lot of military students, you can meet them where they’re at. You might look up some phrases you might see in discussions or in messages that they send you.

Disruptions or Challenges Facing Military Students

Now, back to this idea of disruptions. Students who are actively serving in the military or in the reserves might be called away unexpectedly. They might not be able to tell you that they are now out of the classroom.

When you see them missing, definitely reach out in the messages or the email, whatever your method is, so you can connect with them and reassure them that when they get back in the course, you’re going to be there for them and able to help them catch up or get back on track.

They might have longer work hours. They might be using government-issued computers, which is an issue when you’re using something like YouTube videos. There are certain kinds of videos and media that might actually be blocked on government-issued computers.

So they might be using a common or shared computer with other students, with other people in the military, or with others in a government organization. In those shared computers, they may or may not have different software or permissions. This is something important to be aware of.

They’re likely taking more than one class online at a time. A lot of military students that I’ve worked with, as I’ve taught online, have been taking three or four classes simultaneously. They’re out of the country, away from their family. They’re filling their free time with learning to take advantage of it, whether it’s to advance their career, prepare for time after the military, make a rank advancement. There are lots of reasons that students will do that.

Assisting Them with Time Management Strategies

For you, and for your students who are in the military, time management is essential. You have many roles, instructor, developer, researcher, advisor, all kinds of things that you do in your online teaching job. And also some physical and time boundaries of work and home life to navigate. Just like you have this time management and boundary stuff to navigate, your students do too. They may be stretching to develop new strategies and be student while also serving. And you may need to coach them in planning their work and working their plan if it doesn’t show up automatically.

Some ways to limit distractions, there are several apps and programs that can help you out. There’s a limiting program called keepmeout.com and another called stayfocusedapp.me. Both of these are worth looking at to limit distractions, to really focus when you’re in your online space, and also to encourage your students to try new tools to help themselves get the work done quickly and get done.

You might consider, for both you and your students, using a timer, setting a work area with your ringer on your cell phone turned off. Maybe set “Do not disturb.” Establish the school working hours, set boundaries for work personal and family time. Let others know that you cannot be disturbed. And then, if you’re teaching at more than one institution or your student is taking more than one class, you might consider how they’re going to juggle the demands of various assignments and put those all on their calendar. Also, use a planner yourself to make sure that you’re on track and able to return grading in a timely manner, and stay engaged.

Ensure Assignment Instructions are Comprehensive and Clear

Some helpful adjustments as you’re working with military and veteran students, you might want to detail the development of the assignment itself. What are the steps to complete the assignment? What should it look like when it’s done? Make sure the assignment description stands alone. It doesn’t need to require you to give more explanation or send additional emails or announcements to help students figure it out

We want the assignment description to tell students how long the finished product should be. Is it going to be a written paper, a slide show? What is it? Whatever the approximate length is going to be, students need to know in advance.

They also need clear and specific requirements and invitations to contact their instructor and receive guidance should they need extra help. Some students might also need the opportunity to resubmit after they have revised the work, especially if they were unclear and acted before asking the questions, which might be common.

Lastly, we need a lot of tools for our military and veteran students to reach out for all kinds of help and support. For example, if there is a writing center at your online school, you want to give them that information. If there is some kind of tutoring or help improving the essay or the assignment, we want to give them that kind of stuff too. So definitely give your students tools for outreach of various kinds, whether it’s tech support, academic support, or other help.

If you have large class sizes or several classes you’re teaching at once, where you have more to read, more to grade, you want to communicate and personalize your messages to students.

I recommend trying Dragon, naturally speaking. It’s a product sold by Nuance, and it helps you to dictate the things you’re going to say into written documents. You can dictate into your announcements, your discussion forums, your other messages that you send students, and also into your grading feedback. This is going to give you a chance to be more personalized with all of your students and connect with them even better.

You might consider keeping a roster of each student and noting what background they have. For example, if they’re out of the country, if they might have internet issues, if they’re currently active duty serving somewhere.

When you make notes like this, you’re going to be able to adjust to your students’ needs much more quickly, and also anticipate the fact that they might have connection issues. Or they might have changes that come up during the semester or session that impact their ability to do the work and do it on time.

You also want to be aware that there might be different expectations, requirements, and standards that students need to learn when they’re in your course, that might not necessarily be the same everywhere.

Anticipate the Needs of Military Students

One thing I highly recommend when you’re working with military and veteran students is to anticipate what they’re going to need as much as possible. You can do this by giving them some screen overviews of your course.

You can use Screencastify, Screencast-O-Matic, or a paid app called Camtasia. You can record walkthroughs of the classroom to give them a guide around the place and where they need to engage, where they need to read things, where they’re going to find their assignments and all of that.

You also can give them a netiquette guide. I’m going to give you a sample netiquette guide in the transcript of this podcast as well. If you want to click on the hyperlink, you can visit the site that has the downloadable netiquette guide.

You can, of course, personalize this to work more for you. But when you tell students upfront how to dialogue in the forum, what you’re looking for and what you discourage, that’s going to help them show up the right way from day one.

Lastly, you want to guide them to shift their level of conversation from casual into academic conversation. Some students approach their online learning like they would texting. And so, language can be brief, abbreviated, and more concise than we would like.

Modeling forum posts, giving that netiquette guide, and sharing what makes a good reply, maybe in your announcements or other feedback that you share, that is going to help your military and veteran students know exactly what’s expected. It’s also going to empower them to meet your expectations much more quickly and more fully.

Think about these things that are going to work for you in working with your military and veteran students. Some of the things that I covered so far really are ways to adapt and help meet them where they’re at.

Think about also genuine teaching engagement when you’re working with them. How can you guide them to participate the most effectively that they can by launching things up front, proactively giving them some steps to do things, and giving them a lot of examples and guidance? Then when you give your grading feedback, how can you be as rich and informative as possible so students can really improve rapidly for the next assignment?

Recommendations for Instructor Tools

You might consider trying some automated grading tools that give you even more additional feedback space. One of those that I highly recommend is this add-in toolbar for Microsoft Word. If you download load your essays in Microsoft Word, and you like to give annotated comments on essays, this add-in toolbar is called GradeAssist. It’s sold by a company www.educo360.com. That’s spelled E-D-U-C-0 360.com. This allows you to create comments that you would normally give, for example, formatting style, quotations, grammar, a lot of those standard things. Then you can also add personalization because you can speed up the process of the more common feedback and give yourself the space and the time to give more personalized feedback as well.

I don’t really recommend using automated tools for all of your feedback. Students need personalization, and they need to know that you read their paper and you’re not just saying the same things to everybody.

Other efficiency tools that can help you meet their needs would be to try auto text expanding apps like TextExpander or ActiveWords, or TypeItIn. All three of these are great tools.

You might consider investing in two computer monitors. When I’m working with my online courses, and especially when I want to give better feedback and more quality engagement, I’ll put part of the class on one monitor and part of the class on the other, so I can move between spaces. Having two computer monitors is going to make your online teaching just a lot more pleasurable and efficient.

If you grade early and handle things only once and return things quickly, it cuts down the overall time you’re going to spend giving feedback, because students can make the adjustments more quickly.

Also, you might have military and veteran students reaching out to you to extend the due date on something. If you’re pretty firm about due dates, and you’re going to move that due date for a student, be sure to give them a week at a time when you extend a due date, because they may not be in class the very next day or two.

So if you only extend a due date by one or two days, that’s not going to help them very much. Extending it by a week or longer, that’s going to be better, so they have a chance to get back into the classroom and see your communication, and then do the work. This is a great strategy in working with all kinds of adult learners, who just might not be logging in every day in addition to the military and veteran population.

Writing Assistance for Military Students

Military considerations that I want to bring to the forefront here, as I tie up these comments today, is that military personnel is often guided to be as succinct and direct as possible in their writing. If you’re working on quality writing with your military and veteran students, keep this in mind. You’re going to coach a lot and you’re going to give a lot of examples to help them grow.

When you’re grading their work, look for potential jargon use or excessive brevity, where guidance and coaching could be helpful in developing more complete ideas. Then make your feedback relevant, personalized, and helpful. They’re going to continue improving and learning and be very efficient at doing that as you give them that quality feedback.

So thank you for being here as we talk about working with military and veteran students online today. This is a wonderful population of students who are going to do a great job with you as you meet them and give them proactive strategies upfront, and also understand a little bit more about the culture they’re coming from. It will help you be more effective, and you’ll enjoy your work with military and veteran students all the more.

Best wishes to you in your online teaching this week. And definitely reach out using the request form on my website. If you would like to share any comments about this podcast or suggestions for future episodes.