Coaches do almost all their teaching through feedback. Yes, grading is a requirement that must be done. However, grading is a minimal part of feedback. Dr. John Orlando gives an insider’s viewpoint taking us through the process of effective feedback.
It’s Sunday morning. Is it wrong that I want to check my email? Beth and I do our best to unplug from work on Sundays. We typically work five-and-a-half days a week, and sometimes six. So we make a conscious effort to take time off on Sunday to relax and do something else besides work. Even so, I am often tempted to check my email.
Listen in as Jim and Beth discuss how Michael Hyatt takes terms we may have heard before to the next level. He takes the S.M.A.R.T. goals, updates the acronyms and makes them S.M.A.R.T.E.R. Setting specific, measurable, and actionable items is always good advice. Now, take a risk and reach for the next level. Get excited and motivated about what you intend to accomplish, while keeping it relevant.
I am always meeting new people and striking up a conversation, and it always comes to “What do you do for a living?” When I answer that I teach online as an adjunct instructor at a couple of different universities, the next question is, “Oh, do you teach at the local university?” “No” I reply, “I teach online classes.” I often get the response of “Oh, I could never do that. I have to be in a classroom.” Or worse, sometimes I get a different reaction.
When it comes to feedback, what do students want? To help answer that question, Dr. Kristen Wall elaborates on five themes brought to light by her doctoral dissertation, which focused on at-risk adult students from millennials to baby boomers and linear and non-sequential learners.