Lesson 7 Speed Back Assignment Of Benefits

Lesson 7: How to Read a Textbook

Gary North, Ph.D.

YESTERDAY'S ASSIGNMENT

Have you identified your marshmallow time? Have you written it down in your scheduler?

Lesson 7

HOW TO READ A TEXTBOOK

A textbook is a fat book that had to go through an editorial committee to get approved.

Never forget this saying: "A camel is a horse built by a committee."

Committees are why textbooks are so bland. Textbooks are not controversial. They convey the minimum amount of information necessary to enable students to get through the first two years of college.

Textbooks in the social sciences (government, economics, history) and humanities (English) are designed to allow fast reading and pre-test reviewing. They are laid out to minimize confusion.

You shouldn't worry about this. It's not your responsibility. "Yours is not to reason why. Yours is but to read or fry." Your job is to make the best use of your time in reading your assignments and then reviewing what you have read.

What I recommend here does not apply to mathematics textbooks.

When you buy a textbook of your own, read the first assignment as fast as you can. Do this at home. Why? Remember this rule: do only that work at school which can be done best at school. At home, read your cheap, battered used copy.

How fast should you read? You know how long it takes you to read an assignment. Block out that much time. Then schedule two readings and one "lecture to the wall."

If you normally spend an hour on an assignment this long, spend ten minutes the first reading. This for overall content, not memorizing. You want to get the big picture.

When you skim through, pause at the headings, the subheadings, and any line that is in color or bold-faced. These are key sections. Then speed up again.

After you read the assignment as fast as you can, pausing only at headings and subheadings (which sometimes are in a different color than black), close the book. Sit and think about what you just read. How much can you remember? Jot down a few one-sentence notes. These are for only one purpose: to prove to yourself that you can recall a few things when you read very fast. Spend 5 minutes in jotting down notes. If you can't think of anything, try harder. It's only 5 minutes.

Now go back to the book. Read the chapter again, but more slowly this time. Read for general comprehension.

Finally, pick out a complex section that confuses you. Read it slowly. Highlight the important sections that you will want to review the night before the next exam.

Now close the book. Think about what you have read. Jot down a few more notes. Now give your lecture to the wall. See how much you remember. If you draw a blank, re- read that section. Close the book. Try again.

Go through the assignment section by section, lecturing to the wall. Then. . . .

1. Read the summary at the end of the chapter.

2. Read the study questions at the end of the chapter.

3. See if you can find answers in the textbook to the study questions. If you do, make a note in the margin: "Answer to study question #3," or whatever number it was.

Are you reading this assignment mainly for preparation, so you that won't walk into that class cold (cold = having read nothing)?

Should you procrastinate for a day? Of course not! Will you? Probably, once in a while.

My study course is for the real world. I know that students get into self-made jams once in a while. You may be in several. So, cut yourself some slack, but only for one day per assignment. Don't push your luck. Don't make procrastination a habit.

You must learn to read faster and more efficiently. You will not initially trust yourself to read super-fast just once. But because you know there will be a second reading, with a highlighter in your hand, followed by lecturing to the wall, you will not be risking much by reading fast the first time.

Within two or three months, you will find that two readings, with just one underlining session, plus lecturing to the wall, will go faster than the time it takes you today to read the same number of pages only once.

Warning: your math textbook must be gone through slowly.

A science textbook can be read slowly for the first reading, then faster for two readings. It's the reverse strategy from social science and humanities textbooks. That's because science books are more complex. But the same rule applies: two readings per assignment.

Maybe you absorb scientific information fast. If so, then adopt the schedule: fast reading, slow reading, fast reading.


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Pacing Yourself

You must learn to pace yourself. The better you do this, the less often you will get into jams. The less often you will wind up cramming at the last minute.

Part of this pacing involves doing your reading assignments systematically. I have described the best way. But it involves more than reading. It requires that you discover shortcuts. Then you must learn to implement them.

You can't find all of them. You need tips from people who have gone through the ordeal of getting through college. I'm one of them.

You also need tips from other college students who are caught in the same competitive process. Share ideas. Share shortcuts. You can do this on this Web site. If you want to join, click here:

https://www.garynorth.com/public/5.cfm

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PREPARING FOR LECTURES

If you don't do your homework reading assignment before you walk into class, you will find -- or may find -- the lectures difficult to follow. The number-one goal of reading your textbooks is to make it easier for you to understand classroom lectures. That's because most teachers give tests that are based more on their lectures than on the textbook.

Why? Because professors lecture on what they think is most important. Your professor probably had very little influence over which textbook got picked by the department -- maybe no influence at all.

The textbook may be changed next year. I guarantee you, your professor's lecture notes will not be revised in response to the new textbook next year.

When you walk into the classroom, you must know enough material to follow the lecture. Reading the textbook on schedule will help. Reading it two times, but at different speeds, will help even more. Lecturing to the wall helps the most.

Understand what I am saying. The initial three readings of the assignment in the textbook are undertaken to prepare you to take lecture notes the next day. So is lecturing to the wall.

When you are at your desk at home, ready to begin study for a course, you must review your notes from today's lecture. Think about them. As you read, correct them. Add notes in the margin of your notebook.

Then . . . you will hate this . . . skim the most recent textbook assignment to see if there is any connection between today's lecture and that reading assignment. There probably won't be, but check, just to make sure. Speed read the older textbook assignment.

What if you find a connection? A-oogah! A-oogah! Red alert!

Whenever there is correspondence between a textbook's passage and lecture notes, there is a much greater likelihood that there will be a test question on this material.

Next, update today's lecture notes. Refer to the page number of the textbook that relates to the lecture notes. Later, when you prepare on the night before an exam, you will find this page reference in your notes. At that point, carefully re-read that page in the textbook.

Only after you have carefully reviewed and revised your notes from today's lecture, and after you have skimmed the previous reading assignment in light of these notes, do you go on to today's reading assignment.

Miserable, isn't it? I'm sure glad it's you who must go through this rather than me.


WHEN THERE IS A MAJOR TEST TOMORROW

Read the textbook for your test course last in the day. Your goal here is special. You must review the textbook until you just aren't learning anything new. Then you must read your lecture notes. Read your lecture notes even more carefully than you read the textbook. Then you must go to bed. I mean right after you close the book. No TV, no shower. Go straight to bed. Why? Because your brain may go over the material while you're asleep. It may not, but if it does, you're ahead.

On a major test day, carry your lecture notes on the bus. Carry anything else that is related to the test. You might even take your underlined used textbook. That's high risk, but it may be worth it if it's an important test. Wear your earplugs. Bus time is review time.

Take everything home the same day. Don't lose anything.


WEEKENDS

Whichever day you designate as your day of rest, the other day is mainly for researching and writing papers, unless you have a full-time job.

If you are on schedule by 4 p.m., and you think that you have a little extra time, get out a textbook in the course in which you are having more trouble, and review your yellow markings. Start at the latest chapter and work back for two chapters. Then do the same with your other textbooks. Don't assume that just because you had an exam recently, the same material won't show up on a future exam.

This is real-world. I am not silly enough to believe that, in the courses you don't like, your goal is anything except passing the exam.

However, in the courses that you like, or at least can tolerate, your goal for reviewing the textbooks is to master the material, not merely pass the next exam. If you go to college, you are more likely to major in a field that is related to the courses you liked most in high school. So, you must make an extra effort in these classes.

Your main goal in the courses that you hate is to get through them. Your main goal in the courses you like is to get prepared for the next phase of your academic career.

If you are really ready to learn, you should know that you can get college credit for work that you do in high school. That's what Stand and Deliver shows. There are other ways to do this besides AP exams. Bear this in mind when you schedule time for your course work. You may be able to kill two birds with one stone.

The strategy of success in the courses you hate and the courses you like is the same: review material on the weekend, after you're tired of working on your writing assignments.


REVIEW

You must be prepared before you go to class, so that you can take better-informed notes.

You need to read all assignments twice in all courses except math (which takes line by line concentration): once fast, once more slowly.

You must then lecture to the wall, section by section, for anything that confuses you.

The last thing to read on the night before a major exam is the textbook and notes of the exam course. Then sleep on it.

ASSIGNMENT

Don't forget to lecture to the wall: one page, one book.
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Learning Objectives

  1. Describe additional benefits for interacting with your instructor beyond the value for that particular course.
  2. List guidelines for successfully communicating individually with an instructor, such as doing so during office hours.
  3. Write e-mail messages to instructors and others that are polite, professional, and effective.
  4. Know how to graciously resolve a problem, such as a grade dispute, with an instructor.
  5. Understand the value of having a mentor and how interactions with instructors, your academic advisor, and others may lead to a mentoring relationship.
  6. Explain what is needed to succeed in an online course and how to interact with an online instructor.

So far we’ve been looking at class participation and general interaction with both instructors and other students in class. In addition to this, students gain very specific benefits from communicating directly with their instructors. Learn best practices for communicating with your instructors during office hours and through e-mail.

Additional Benefits of Talking with Your Instructors

College students are sometimes surprised to discover that instructors like students and enjoy getting to know them. After all, they want to feel they’re doing something more meaningful than talking to an empty room. The human dimension of college really matters, and as a student you are an important part of your instructor’s world. Most instructors are happy to see you during their office hours or to talk a few minutes after class.

This chapter has repeatedly emphasized how active participation in learning is a key to student success. In addition, talking with your instructors often leads to benefits beyond simply doing well in that class.

  • Talking with instructors helps you feel more comfortable in college and more connected to the campus. Students who talk to their instructors are less likely to become disillusioned and drop out.
  • Talking with instructors is a valuable way to learn about an academic field or a career. Don’t know for sure what you want to major in, or what people with a degree in your chosen major actually do after college? Most instructors will share information and insights with you.
  • You may need a reference or letter of recommendation for a job or internship application. Getting to know some of your instructors puts you in an ideal position to ask for a letter of recommendation or a reference in the future when you need one.
  • Because instructors are often well connected within their field, they may know of a job, internship, or research possibility you otherwise may not learn about. An instructor who knows you is a valuable part of your network. Networking is very important for future job searches and other opportunities. In fact, most jobs are found through networking, not through classified ads or online job postings.
  • Think about what it truly means to be “educated”: how one thinks, understands society and the world, and responds to problems and new situations. Much of this learning occurs outside the classroom. Talking with your highly educated instructors can be among your most meaningful experiences in college.

Guidelines for Communicating with Instructors

Getting along with instructors and communicating well begins with attitude. As experts in their field, they deserve your respect. Remember that a college education is a collaborative process that works best when students and instructors communicate freely in an exchange of ideas, information, and perspectives. So while you should respect your instructors, you shouldn’t fear them. As you get to know them better, you’ll learn their personalities and find appropriate ways to communicate. Here are some guidelines for getting along with and communicating with your instructors:

Figure 7.5

Your instructor can often help explain course topics.

  • Prepare before going to the instructor’s office. Go over your notes on readings and lectures and write down your specific questions. You’ll feel more comfortable, and the instructor will appreciate your being organized.
  • Don’t forget to introduce yourself. Especially near the beginning of the term, don’t assume your instructor has learned everyone’s names yet and don’t make him or her have to ask you. Unless the instructor has already asked you to address him or her as “Dr. ____,” “Ms. _____” or Mr. _______,” or something similar, it’s appropriate to say “Professor _______.”
  • Respect the instructor’s time. In addition to teaching, college instructors sit on committees, do research and other professional work, and have personal lives. Don’t show up two minutes before the end of an office hour and expect the instructor to stay late to talk with you.
  • Realize that the instructor will recognize you from class—even in a large lecture hall. If you spent a lecture class joking around with friends in the back row, don’t think you can show up during office hours to find out what you missed while you weren’t paying attention.
  • Don’t try to fool an instructor. Insincere praise or making excuses for not doing an assignment won’t make it in college. Nor is it a good idea to show you’re “too cool” to take all this seriously—another attitude sure to turn off an instructor. To earn your instructor’s respect, come to class prepared, do the work, participate genuinely in class, and show respect—and the instructor will be happy to see you when you come to office hours or need some extra help.
  • Try to see things from the instructor’s point of view. Imagine that you spent a couple hours making PowerPoint slides and preparing a class lecture on something you find very stimulating and exciting. Standing in front of a full room, you are gratified to see faces smiling and heads nodding as people understand what you’re saying—they really get it! And then a student after class asks, “Is this going to be on the test?” How would you feel?
  • Be professional when talking to an instructor. You can be cordial and friendly, but keep it professional and on an adult level. Come to office hours prepared with your questions—not just to chat or joke around. (Don’t wear sunglasses or earphones in the office or check your cell phone for messages.) Be prepared to accept criticism in a professional way, without taking it personally or complaining.
  • Use your best communication skills. In Chapter 9 “The Social World of College”, you’ll learn the difference between assertive communication and passive or aggressive communication.

Part-Time and Returning Students

Students who are working and who have their own families and other responsibilities may have special issues interacting with instructors. Sometimes an older student feels a little out of place and may even feel “the system” is designed for younger students; this attitude can lead to a hesitation to participate in class or see an instructor during office hours.

But participation and communication with instructors is very important for all students—and may be even more important for “nontraditional” students. Getting to know your instructors is particularly crucial for feeling at home in college. Instructors enjoy talking with older and other nontraditional students—even when, as sometimes happens, a student is older than the instructor. Nontraditional students are often highly motivated and eager to learn. If you can’t make the instructor’s office hours because of your work schedule, ask for an appointment at a different time—your needs will be respected.

Part-time students, especially in community colleges where they may be taking evening courses, often have greater difficulty meeting with instructors. In addition, many part-time students taking evening and weekend classes are taught by part-time faculty who, like them, may be on campus only small amounts of time. Yet it is just as critical for part-time students to engage in the learning process and have a sense of belonging on campus. With effort, you can usually find a way to talk with your instructors. Don’t hesitate to ask for an appointment at another time or to meet with your instructor over a cup of coffee after class before driving home. Assert yourself: You are in college for reasons just as good as those of other students, and you have the same rights. Avoid the temptation to give up or feel defeated; talk with your instructor to arrange a time to meet, and make the most of your time interacting together. Use e-mail to communicate when you need to and contact your instructor when you have any question you can’t raise in person.

E-mail Best Practices

Just as e-mail has become a primary form of communication in business and society, e-mail has a growing role in education and has become an important and valuable means of communicating with instructors. Virtually all younger college students have grown up using e-mail and have a computer or computer access in college, although some have developed poor habits from using e-mail principally with friends in the past. Some older college students may not yet understand the importance of e-mail and other computer skills in college; if you are not now using e-mail, it’s time to learn how (see “Getting Started with E-mail”). Especially when it is difficult to see an instructor in person during office hours, e-mail can be an effective form of communication and interaction with instructors. E-mail is also an increasingly effective way to collaborate with other students on group projects or while studying with other students.

Getting Started with E-mail

  • If you don’t have your own computer, find out where on-campus computers are available for student use, such as at the library or student center.
  • You can set up a free Web-based e-mail account at Google, Yahoo! or other sites. These allow you to send and receive e-mail from any computer that is connected to the Internet.
  • If you don’t have enough computer experience to know how to do this, ask a friend for help getting started or check at your library or student services office for a publication explaining how e-mail works.
  • Once you have your account set up, give your e-mail address to instructors who request it and to other students with whom you study or maintain contact. E-mail is a good way to contact another student if you miss a class.
  • Once you begin using e-mail, remember to check it regularly for messages. Most people view e-mail like a telephone message and expect you to respond fairly soon.
  • Be sure to use good e-mail etiquette when writing to instructors.

If your instructor gives you his or her e-mail addresses, use e-mail rather than the telephone for nonurgent matters. Using e-mail respects other people’s time, allowing them to answer at a time of their choosing, rather than being interrupted by a telephone call.

But e-mail is a written form of communication that is different from telephone voice messages and text messages. Students who text with friends have often adopted shortcuts, such as not spelling out full words, ignoring capitalization and punctuation, and not bothering with grammar or full sentence constructions. This is inappropriate in an e-mail message to an instructor, who expects a more professional quality of writing. Most instructors expect your communications to be in full sentences with correctly spelled words and reasonable grammar. Follow these guidelines:

  • Use a professional e-mail name. If you have a funny name you use with friends, create a different account with a professional name you use with instructors, work supervisors, and others.
  • Use the subject line to label your message effectively at a glance. “May I make an appointment?” says something; “In your office?” doesn’t.
  • Address e-mail messages as you do a letter, beginning “Dear Professor ____.” Include your full name if it’s not easily recognizable in your e-mail account.
  • Get to your point quickly and concisely. Don’t make the reader scroll down a long e-mail to see what it is you want to say.
  • Because e-mail is a written communication, it does not express emotion the way a voice message does. Don’t attempt to be funny, ironic, or sarcastic, Write as you would in a paper for class. In a large lecture class or an online course, your e-mail voice may be the primary way your instructor knows you, and emotionally charged messages can be confusing or give a poor impression.
  • Don’t use capital letters to emphasize. All caps look like SHOUTING.
  • Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not convey a professional tone.
  • Don’t make demands or state expectations such as “I’ll expect to hear from you soon” or “If I haven’t heard by 4 p.m., I’ll assume you’ll accept my paper late.”
  • When you reply to a message, leave the original message within yours. Your reader may need to recall what he or she said in the original message.
  • Be polite. End the message with a “Thank you” or something similar.
  • Proofread your message before sending it.
  • With any important message to a work supervisor or instructor, it’s a good idea to wait and review the message later before sending it. You may have expressed an emotion or thought that you will think better about later. Many problems have resulted when people sent messages too quickly without thinking.

Resolving a Problem with an Instructor

The most common issue students feel with an instructor involves receiving a grade lower than they think they deserve—especially new students not yet used to the higher standards of college. It’s depressing to get a low grade, but it’s not the end of the world. Don’t be too hard on yourself—or on the instructor. Take a good look at what happened on the test or paper and make sure you know what to do better next time. Review the earlier chapters on studying habits, time management, and taking tests.

If you genuinely believe you deserved a higher grade, you can talk with your instructor. How you communicate in that conversation, however, is very important. Instructors are used to hearing students complain about grades and patiently explaining their standards for grading. Most instructors seldom change grades. Yet it can still be worthwhile to talk with the instructor because of what you will learn from the experience.

Follow these guidelines to talk about a grade or resolve any other problem or disagreement with an instructor:

  • First go over the requirements for the paper or test and the instructor’s comments. Be sure you actually have a reason for discussing the grade—not just that you didn’t do well. Be prepared with specific points you want to go over.
  • Make an appointment with your instructor during office hours or another time. Don’t try to talk about this before or after class or with e-mail or the telephone.
  • Begin by politely explaining that you thought you did better on the assignment or test (not simply that you think you deserve a better grade) and that you’d like to go over it to better understand the result.
  • Allow the instructor to explain his or her comments on the assignment or grading of the test. Don’t complain or whine; instead, show your appreciation for the explanation. Raise any specific questions or make comments at this time. For example, you might say, “I really thought I was being clear here when I wrote.…”
  • Use good listening skills. Whatever you do, don’t argue!
  • Ask what you can do to improve grade, if possible. Can you rewrite the paper or do any extra-credit work to help make up for a test score? While you are showing that you would like to earn a higher grade in the course, also make it clear that you’re willing to put in the effort and that you want to learn more, not just get the higher grade.
  • If there is no opportunity to improve on this specific project, ask the instructor for advice on what you might do on the next assignment or when preparing for the next test. You may be offered some individual help or receive good study advice, and your instructor will respect your willingness to make the effort as long as it’s clear that you’re more interested in learning than simply getting the grade.

Tips for Success: Talking with Instructors

  • When you have a question, ask it sooner rather than later.
  • Be prepared and plan your questions and comments in advance.
  • Be respectful but personable and communicate professionally.
  • Be open minded and ready to learn. Avoid whining and complaining.
  • There is no such thing as a “stupid question.”

Controlling Anger over Grades

If you’re going to talk with an instructor about your grade or any other problem, control any anger you may be feeling. The GPS LifePlan project of the Minnesota State Colleges and Universities System offers some insights into this process:

  • Being upset about a grade is good because it shows you care and that you have passion about your education. But anger prevents clear thinking, so rein it in first.
  • Since anger involves bodily reactions, physical actions can help you control anger: try some deep breathing first.
  • Try putting yourself in your instructor’s shoes and seeing the situation from their point of view. Try to understand how grading is not a personal issue of “liking” you—that they are really doing something for your educational benefit.
  • It’s not your life that’s being graded. Things outside your control can result in not doing well on a test or assignment, but the instructor can grade only on what you actually did on that test or assignment—not what you could have done or are capable of doing. Understanding this can help you accept what happened and not take a grade personally1.

Finding a Mentor

A mentor is someone who is usually older and more experienced than you who becomes your trusted guide, advisor, and role model. A mentor is someone you may want to be like in your future career or profession—someone you look up to and whose advice and guidance you respect.

Finding a mentor can be one of the most fulfilling aspects of college. As a student, you think about many things and make many decisions, large and small, almost daily: What do you want to do in the future? How can you best balance your studies with your job? What should you major in? Should you take this course or that one? What should you do if you feel like you’re failing a course? Where should you put your priorities as you prepare for a future career? How can you be a better student? The questions go on and on. We talk about things like this with our friends and often family members, but often they don’t have the same experience or background to help us as a mentor can.

Most important, a mentor is someone who is willing to help you, to talk with you about decisions you face, to support you when things become difficult, and to guide you when you’re feeling lost. A mentor can become a valuable part of your future network but also can help you in the here and now.

Many different people can become mentors: other students, family members, people you know through work, your boss. As a college student, however, your best mentor likely is someone involved in education: your advisor, a more experienced student, or an instructor. Finding a mentor is another reason to develop good relationships with your instructors, starting with class participation and communication outside of class.

A mentor is not like a good friend, exactly—you’re not going to invite your instructor to a movie—but it does involve a form of friendship. Nor is a mentor a formal relationship: you don’t ask an instructor to become your mentor. The mentor relationship is more informal and develops slowly, often without actively looking for a mentor. Here’s an example of how one student “found” a mentor:


As a freshman taking several classes, Miguel particularly liked and admired one of his instructors, Professor Canton. Miguel spoke up more in Canton’s class and talked with him sometimes during office hours. When it was time to register for the next term, Miguel saw that Canton was teaching another course he was interested in, so he asked him about that course one day during office hours. Miguel was pleased when Professor Canton said he’d like to have him in his class next term.
By the end of his first year of college, Miguel seemed to know Canton better than any of his other instructors and felt very comfortable talking with him outside of class. One day after talking about a reading assignment, Miguel said he was enjoying this class so much that he was thinking about majoring in this subject and asked Professor Canton what he thought about it. Canton suggested that he take a few more classes before making a decision, and he invited Miguel to sit in on a seminar of upper-level students he was holding.
In his second year, Miguel’s interests turned in another direction as he began to think about his future job possibilities, but by then he felt comfortable enough talking with Canton that he occasionally he stopped by the professor’s office even though he was not taking a class with him. Sometimes he was surprised how much Professor Canton knew about other departments and other faculty, and Canton often shared insights about other courses he might be interested in that his advisor had not directed him to. When Miguel learned about a summer internship in his field and was considering applying, Canton not only volunteered to write him a letter of recommendation but even offered to help Miguel with the essay part of the application if he wanted.

Some colleges have more formal mentoring programs, and you should become involved in one if you have this opportunity, but often a mentoring relationship occurs informally as you get to know an instructor or another person over time. In your first year, you don’t go searching frantically for a mentor, but you should begin interacting with your instructors and other students in ways that may lead, over time, to developing that kind of relationship.

Similarly, your academic advisor or a college counselor might become a mentor for you if you share interests and you look up to that person as a role model and trusted guide. Your advisor is so important for your college success that if you feel you are not getting along well, you should ask the advising department to switch you to a different advisor. Take the time to build a good relationship with your advisor, the same as with instructors—following the same guidelines in this chapter for communication and interaction.

Relating to an Instructor of an Online Course

Online courses have grown tremendously in recent years, and most colleges now have at least some online courses. While online learning once focused on students at a distance from campus, now many students enrolled in regular classes also take some courses online. Online courses have a number of practical benefits but also pose special issues, primarily related to how students interact with other students and the instructor.

Some online courses do involve “face time” or live audio connections with the instructor and other students, via Webcasts or Webinars, but many are self-paced and asynchronous, meaning that you experience the course on your own time and communicate with others via messages back and forth rather than communicating in real time. All online courses include opportunities for interacting with the instructor, typically through e-mail or a bulletin board where you may see comments and questions from other students as well.

Figure 7.6

Online courses let you study when you want, where you want.

Many educators argue that online courses can involve more interaction between students and the instructor than in a large lecture class, not less. But two important differences affect how that interaction occurs and how successful it is for engaging students in learning. Most communication is written, with no or limited opportunity to ask questions face to face or during office hours, and students must take the initiative to interact beyond the requirements of online assignments.

Many students enjoy online courses, in part for the practical benefit of scheduling your own time. Some students who are reluctant to speak in class communicate more easily in writing. But other students may have less confidence in their writing skills or may never initiate interaction at all and end up feeling lost. Depending on your learning style, an online course may feel natural to you (if you learn well independently and through language skills) or more difficult (if you are a more visual or kinesthetic learner). Online courses have higher drop-out and failure rates due to some students feeling isolated and unmotivated.

Success in an online course requires commitment and motivation. Follow these guidelines:

  • Make sure you have the technology. If you’re not comfortable reading and writing on a computer, don’t rush into an online course. If you have limited access to a computer or high-speed Internet connection, or have to arrange your schedule to use a computer elsewhere, you may have difficulty with the course.
  • Accept that you’ll have to motivate yourself and take responsibility for your learning. It’s actually harder for some people to sit down at the computer on their own than to show up at a set time. Be sure you have enough time in your week for all course activities and try to schedule regular times online and for assignments. Evaluate the course requirements carefully before signing up.
  • Work on your writing skills. If you are not comfortable writing, you may want to defer taking online courses until you have had more experience with college-level writing. When communicating with the instructor of an online course, follow the guidelines for effective e-mail outlined earlier.
  • Use critical thinking skills. Most online courses involve assignments requiring problem solving and critical thinking. It’s not as simple as watching video lectures and taking multiple-choice tests. You need to actively engage with the course material.
  • Take the initiative to ask questions and seek help. Remember, your instructor can’t see you to know if you’re confused or feeling frustrated understanding a lecture or reading. You must take the first step to communicate your questions.
  • Be patient. When you ask a question or seek help with an assignment, you have to wait for a reply from your instructor. You may need to continue with a reading or writing assignment before you receive a reply. If the instructor is online at scheduled times for direct contact, take advantage of those times for immediate feedback and answers.
  • Use any opportunity to interact with other students in the course. If you can interact with other students online, do it. Ask questions of other students and monitor their communications. If you know another person taking the same course, try to synchronize your schedules so that you can study together and talk over assignments. Students who feel they are part of a learning community always do better than those who feel isolated and on their own.

Key Takeaways

  • Additional benefits of getting to know and networking with instructors include receiving references and academic advice.
  • Interacting with college instructors contributes to the growth and intellectual maturity that are part of what it means to be “educated.”
  • Prepare in advance before meeting with an instructor and communicate respectfully, honestly, and sincerely. Your efforts will be repaid.
  • It is especially important for part-time and nontraditional students to make the effort to interact with instructors.
  • Follow accepted guidelines for professional use of e-mail with instructors.
  • It is worthwhile speaking with an instructor when you disagree about a grade because of what you will learn in this interaction.
  • Finding a mentor can be one of the most fulfilling experiences in college. Getting to know your instructors may be the first step toward find a mentor.
  • Online courses involve special issues for effective learning, but you must make the effort to interact with the instructor and other students in a way that encourages your success.

Checkpoint Exercises

  1. Name three benefits you might gain from talking with an instructor weeks or months after the course has ended.

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  2. What should you do before going to see your instructor during office hours?

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  3. For each of the following statements, circle T for true or F for false:

    TFThe instructor of a large lecture course will recognize you even if you sit in the back and try not to be noticed.
    TFInstructors appreciate it when you talk to them in the kind of language you use with your best friends.
    TFWhining and complaining is the best way to convince an instructor to change your grade.
    TFIt is acceptable to ask an instructor if you can rewrite a paper or do extra-credit work to help make up for a poor grade.
  4. Write an appropriate opening for an e-mail to an instructor.

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  5. Think for a few minutes about all the past instructors you have had. Would you like to get to know any one of them better, perhaps as a mentor? What personality traits does this person have that would make him or her your ideal mentor? (If no instructor you have met so far is your idea of a perfect mentor, write down the traits you hope to find in an instructor in the future.)

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1Adapted from “How to Communicate and Problem Solve with Your Instructor,” http://www.gpslifeplan.org/generic/pdf/how-to-communicate-with-professor.pdf (accessed December 27, 2009).

This is a derivative of College Success by a publisher who has requested that they and the original author not receive attribution, which was originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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