The importance of effective communication

The study of effective schools aimed at providing set requirements for an effective program.  Much of what I know about adult education is through experiences at work and through my studies at CSU.  My studies at CSU are primarily based online.  Thus, communicating effectively is essential.

"Poor communication was the single most frequently cited factor undermining the respondents' trust in their leaders.  Many respondents felt that school leaders did not communicate clear policies and expectations, and failed to share their vision and values with the staff." (pg. 59).

Thus, when we are responsible for adult education, in whatever form that may evolve, clear communication of expectations, goals, activities, and support will be viable to success of our programs.

The AET program at CSU has provided me with nothing but positive experiences.  My advisor is easily accessible via the phone and email.  Often messages are returned within 24 hours.  Positive advertising for the program is sent out throughout the year promoting new certificates, classes, or job opportunities.  

Communication at my school is primarily based on face to face contact.  The administration begins each meeting with a clear objective and a to-do list of how we will progress through the meeting in order to meet the objective.  Luckily, I am surrounded by effective communicators.

Can you share an idea where a break down in communication caused issues for you at school or work?

Attributing Student Failure to External Factors

"When staff members lack the belief in and commitment to learning for all, they will attribute student failure to external factors," (p. 15).

Failing to succeed in an online environment could be a result of lack of effort, failure to connect to other students and the facilitator, limited time online/with materials, or student ability.  Many master's level courses differentiate by choice (student select projects by individual interest).  Outside of differentiating by choice, is there room for differentiating in collegiate level courses?  After all, we hold students to a rigorous level where all must have the ability to synthesize and apply information to their own lives.

Design Down

"Begin with the end in mind, design down, and deliver up."

If we head into our classroom each day with this mentality, imagine the greatness that could ensue!  With a clear vision and means to the end, we would be amply prepared and then able to assess success at the end of each session.

I enjoy this quote.

Have a great afternoon,
Ashley

Third-Party Observer: Does this fit into an online classroom?

This week's 'Ah-Ha' moment involves reflection and the use of a third party observer.  While I feel as if it's nearly impossible to gauge accuracy through scheduled third party observes, I do think hear about other's perceptions are valuable to all facilitators.  What one person sees as effective may actually benefit when smashed with another's idea.

"It is amazing how access to credible data about issues and concerns can change the nature and tone of conversation in a school staff.  Sometimes the best way to solve a problem that is detracting from the mission of learning is to make the familiar strange" (p. 113).

Making the familiar strange:
Allow others in your classroom
Answer questions about your practice you may not usually ask yourself during self-reflection
Use new ideas/Merge your old ideas with a third-party observer's ideas

How could a third party observation be more creditable and useful than an observation in a traditional classroom?

I feel as if announced observations change the way a teacher preps for a lesson. I'm confident in my skills and believe I use best practices each day.  However, I may pay more attention to the verbage of my objective on the board when I know a third party will be visiting my classroom.

In an online setting, perhaps a useful tool for improving facilitator practice would be random observations (unannounced checking of posts, student/facilitator contact, quality of questions, etc).

Ashley