Getting to Know Your Students

Students who feel “seen” and valued by their instructors are more likely to engage with the course. Building a personal connection, whether in person or online, fosters trust and motivation.

• Introductions Activity: In both formats, start with an introduction exercise. Online, create a discussion forum where students share something about themselves (e.g., two truths and a lie, bucket list items) and their goals for the course. In person, use a quick icebreaker to achieve the same purpose. Sharing goals unites the class around shared objectives and builds a sense of community.
• Keep a Student Chart: Maintain a digital or physical “cheat sheet” of students’ preferred names and a few personal details. In an online course, this might include notes about their contributions to discussions or assignments. Use this to personalize interactions, such as referencing a student’s goals or interests in your feedback or responses.
• Engage Before and After Class: For in-person classes, greet students at the door, ask about their day, or follow up on something they mentioned previously. Online, send welcome messages or post announcements that address current events or share encouragement.

Demonstrating Immediacy Behaviors

Immediacy behaviors are subtle but powerful techniques to increase students’ sense of connection with both the instructor and the course content.

• In Person: Use eye contact, move around the classroom, vary your vocal tone, and maintain an open posture. Humor and storytelling can make the content more relatable. Encourage student participation through casual conversations before class or by referencing their contributions during lessons.
• Online: In the absence of physical presence, immediacy behaviors take on unique forms. These include:
  • Personalized Interactions: Address students by name in discussion forums and feedback.
  • Timely Communication: Respond promptly to emails and discussion posts, aiming for a response window of 24–48 hours.
  • Engaging Videos: Use vocal variety and informal, friendly language in recorded lectures. Consider starting videos with a brief personal anecdote or encouragement.
  • Expressive Written Communication: Use humor, emoticons, or punctuation to convey tone in announcements and emails. For example, “I’m really proud of your progress this week! 🎉” can humanize your presence online.

Individual Check-Ins

Personalized communication can make students feel valued and supported, especially in online courses where one-on-one interactions may be less frequent.

• One-on-One Outreach: In both formats, consider checking in with each student at least once or twice during the semester. Online, this could involve personalized emails or quick feedback videos. Use templates to save time but tailor each message with specific details about the student’s performance or participation.
• Office Hours: For online courses, host virtual office hours via Zoom or similar platforms. Offer group office hours as an alternative to one-on-one sessions to encourage peer interaction and reduce the formality of reaching out.

Warming Up the Syllabus

The syllabus is a critical first touchpoint for setting the tone of your course. A warm, inclusive syllabus can create a sense of approachability and connection.

• Adopt a Friendly Tone: Write in a conversational style, using first- and second-person language (“you” and “I”) instead of formal third-person references (“the student” and “the instructor”).
• Use an Online-Friendly Format: For online courses, consider a liquid syllabus—a digital, visually appealing version of your syllabus that is easy to navigate and update. Include multimedia elements such as a welcome video or clickable links to resources.
• Set Expectations Thoughtfully: Clearly outline your communication preferences, response times, and policies for flexibility. These details are particularly important in online courses, where students rely on clear guidelines for navigating the course.

See the High-Impact Learner-Centered Syllabus Toolkit from the Center for Teaching Excellence for more details and tips.

Maintaining Presence Throughout the Course

Instructor presence is especially critical in online environments, where students can feel isolated. Regularly engaging with the class creates a sense of consistency and connection.

• Participate in Discussions: In online courses, contribute to discussion forums by responding to student posts, asking follow-up questions, and linking discussions back to course objectives. In person, make discussions interactive by moving around the room and directly engaging with student ideas.
• Share Your Own Introductions: Whether online or in person, participate in introductory activities. Sharing your background, interests, and goals helps humanize you and sets a collaborative tone for the course.
• Regular Communications: For online classes, send weekly announcements summarizing progress, previewing upcoming content, and sharing tips for success. In person, dedicate a few minutes at the start of class to highlight the week’s objectives and acknowledge student achievements.
• Personalized Feedback: Provide specific, constructive feedback on assignments. Mention individual contributions to discussions or assignments to show you’re paying attention to each student’s efforts.

By prioritizing instructor presence, you can create a supportive and engaging learning environment that meets the needs of both in-person and online learners. At ETSU, the Center for Teaching Excellence offers resources, consultations, and workshops to help you enhance your teaching presence, build connections with your students, and foster a sense of community in any instructional format.