The quality of student-instructor relationships is an important factor in students’ academic engagement, achievement, and motivation (1–4). Instructors may attempt to build these relationships through their use of language beyond course content. Instructor talk, defined as “language used by an instructor that is not directly related to the concepts under study but instead focuses on creating the learning environment,” includes efforts to build rapport, explain pedagogical choices, share personal experiences, and unmask science (5, 6). Instructor talk may shape students’ perceptions of instructor immediacy, or the sense of closeness between instructors and students (7). Instructor immediacy behaviors, such as smiling, making eye contact, using students’ names, and incorporating humor, have been associated with students’ motivational beliefs, classroom participation, learning, and academic engagement (8–14).

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Dave makes the point that we do all this stuff before we ever meet the students... My point? In addition to his... How hard it is to do all the stuff beforehand, particularly if there's nothing to go from in existence. Course design the way I learned... a flowchart. It's for week three of our introduction of Humanizing Digital Learning course we're teaching this week. Draft ver. 1. pic.twitter.com/zRnBjLjCLR— dave cormier (@davecormier) May 22, 2023

While taking attendance, inner-city substitute teacher Mr. Garvey has trouble adjusting to a classroom full of middle-class white students.About Key & Peele:...

“There’s so much you can do to build community in the moments before class and meetings #prezoom. Here’s another example: On a scale of cat, how are you feeling today?”

If we were debating the merits of synch vs. asynch online learning in terms of 90s boy bands, here is the side I'd be on. https://t.co/3lHyI0HM7x