Thanks, Lorilee, for sharing an example of how a student expressed an emotion of frustration as it concerns the individual academic grade in a course or group project. I've experienced similar concerns when I was a student in a group project. The course professor gave me a response almost similar to your point that you: "remind students that extenuating circumstances affect someone's ability to participate fully and that the MIA student is not necessarily not doing their part of the project on purpose."  Being sensitive to the feeling or emotion of a student is critical for instructional leadership because emotion impacts how a student claims ownership for a knowledge or information acquired. I also appreciate how you spent almost an hour and half with a student who struggled to learn and needed support to catch up with the learning. I believe instructional leadership ought to be sensitive to emotions a student expressed or experienced in the classroom. This is because awareness of a student's emotion in the learning process is critical not only in building trust, but also in co-creating a healthy learning environment. Moses 

Despite hundreds if not thousands of discussion posts at GCU, I have not encountered a situation where I had to intervene with a student regarding an inappropriate post.  My "test" has been when students given excuses such as "no other instructor has had that high of a standard".  So my "tests" of EI is usually through messaging.  One has to sort out true student issues versus excuses or manipulative behavior.  Experience may be the best teacher here to sort out which is which.  Nonetheless, I usually err on the side that the student is being truthful and searching for truth.  If after further conversations it is apparent the student is playing games, then one has more evidence to take action.  Sometimes, and despite the GCU rule of responding promptly to students, I have needed to wait an extra day to respond to a message.  I don't do this out of spite, but to be sure I am clear in my head that I am approaching the response in the best way.  I try not to approach any tense issue without prayer.  

A huge challenge in distance education is that instructors likely do not have any experience with their student cohort.  We have very little time to build rapport.  Sometimes the students and the instructor lose patience with this challenge.  I often note this reflects the workplace (at least in healthcare), and we might as well learn how to deal with it in class before we have to when our jobs depend on it.

Thank you for discussing this issue.  It's a big issue in healthcare management.  Yet, it seems under-explored in instruction.

Mark Dame, MHA, CPRHM, FACHE

Adjunct, health administration

I learned several years ago that comments, feedback, and corrections are more open to misinterpretation than a face-to-face interaction. No matter how benign or objective, the state of mind of the receiver influences their interpretation. When in person, we can make adjustments to our message based on how it is received. In the online classroom, we do not get immediate feedback.

I came to this realization after meeting doctoral students at the residencies and they commented how much more personal and caring I was than they expected based on my written interaction.

With this dynamic in mind, I spend a little more time to consider how my message may be interpreted. I find that I will case my feedback with phrases like, “Please know that this comment comes from the heart of a servant…”

The online environment calls for a little greater EI because there are fewer cues regarding how the message is received.

Greetings all,

This is an interesting discussion that is taking place at other universities with a large online population of students.  In my work as a teacher-educator, I have often admonished students to recognize that students do not care how much you know until they know how much you care.  I believe this to be true in higher education as well as in PK-12 settings.  

I wonder how often we are too quick to judge a student's lack of performance as being strictly an academic issue.  Since GCU offers the ability for us to meet face-to-face with Zoom, we can make a personal contact to check on them personally.  Adding synchronous options is one way to create a learning community as are personal emails and phone calls (older technology that works) to students.  Investing some time in the students will make a difference in them as well as in us.

Nicholas,

Thanks for sharing your experience. I have the feeling that my students would feel the same way about me. I have a few that have expressed frustration in my course (the dreaded, mandatory Probability & Statistics) but when I have spoken with them on the phone, they are calmer after the conversation. At the start of the conversation they are convinced that I am harsh and unyielding but by the end, they know I am human and on their side. I think I try your method of beginning my feedback with phrases such as you suggest. 

Mark,

I agree with you that sometimes a "wait time" is necessary before answering a student's emotionally charged message. I also start by accepting a student's account of circumstances as truth but hold to my expectations for assignments. This takes patience on my part and on the part of the student. I allow students to submit assignments late, but I hold the assignments to the same quality standards. Sometimes it is difficult to keep my own emotions in check when I feel students are taking advantage of me.

It reminds me of the old "sandwich" technique...correction placed between two slices of praise

As instructional leaders, we must balance the IQ and the EI. One without the other is not good. Life is about balance. We want to model balance for our students as well. Many people have a difficult time finding balance in their personal and professional life. IQ and EI make up who we are as people. I am an avid reader, but I like to experience much of what I read so that I can maintain balance in my personal and professional life. When I visited a Third World country, I read so many negative things about the country; however, my positive experience there outweighed the literature. As a result, I was able to bring the text and the experience together to make sense of the Third World country. This is a good example of how to find balance.

Nice to meet you Dr. Taiwo. Looking forward to this discussion with you and all my GCU colleagues. 

Deborah

Emotional intelligence starts with managing emotions in ourselves and others. Teaching styles differ.  In the classroom, I endeavor to be an active listener taking the time to particularly note and comment upon certain highlights and key points in student posts/assignments. One of my doctoral students recently remarked that she appreciated my calm style of teaching.

Hello All, 

Great discussion! 

In my experience, it appears that some learners send out an emotional red alert before thinking through the issue or situation. Often student's will send me a message wanting to know "why" their grade is not what they expected. When we discuss the concern they usually have not reviewed the written feedback provided in the gradebook. With grades available 24/7 in online courses learners will send an immediate message after viewing their number/letter grades rather than exploring all the information available to them.  It would be great if the grade was not visible until the learner reviewed the written feedback.

Deborah

Great topic. Here is general overview on the topic:

 Emotional Intelligence projected by the online teacher is an importance aspect of classroom management in at least two ways: (1) It projects the emotional maturity and professionalism of the instructor and the University since the facilitator represents the school (either as a positive—e.g., the fruit of the Spirit; and/or as a negative—e.g., the works of the flesh; i.e., Galatians 5:19-23); and, (2) It patterns the interaction within inquires and communication within the classroom in light of healthy or  unhealthy exchange between classmates (e.g., “Ye are our epistle written in our hearts, known and read of all men”, II Cor 3:2, KJV).

Here is one truth I have learned as an online instructor; especially when a student has a private or public issue expressed. Responding with grace and/or humility in classroom management best thwarts the potential negative emotional outburst(s) and thwarts the need to be right within a Forum when challenged by a student on feedback, policy, or grade. On a personal note, the benefit of presenting Emotional Intelligence within a Christian University in the classroom will demonstrate both Christlikeness in the instructor and Christ’s likeness to the student.

Hope this helps.

Rand Muender

Dr. Tawio and colleagues: 

I so appreciate you bringing this topic to the open discussion. I generally consider myself rating high on both the IQ and EI measures, however, recently I have seen myself being tested on my EI in the classroom. I sometimes get frustrated with the lack of attention to my announcements and other important information which is communicated to the students. I have to really step back for a moment and ask myself "why". Is it the method or tone, in which I am communicating, is it a lack of knowledge of how to check forums and announcements, or is it a general lack of interest. Each one requires a different approach and further inquisition to determine the answer. I recently had a student who repeatedly submitted her assignment in the wrong format (PDF vs Word). In addition, she had a very high Turnitin match on one of her assignments. I didn't hear back from her for almost a week and was getting more and more frustrated almost to the point of anger. She finally communicated just a few days ago, stating she was in the hospital. She also explained that she used a "template" for the assignment where her match was high, not "realizing" she was to individualize it with her information. As I looked back at my initial reaction, I truly did not demonstrate a high EI in this situation and wasn't open to potential causes. I had provided all the technical information to her, but this was of no benefit since she was not even able to access the course. 

I also agree with one of the previous posts that tone is very hard to communicate in the online classroom and we need to be fully aware of our verbiage in order to assure we are positively communicating. Providing positive feedback can also change the tone to a better direction. 

Terry Bond

Deborah, you raised an important issue for instructional leaders as it relates to emotional response to a student's concern with a course grade. As an online faculty, I experience the challenge of providing leadership asynchronously because as, Nicholas, earlier remarked "in person, we can make adjustments to our message based on how it is received. In the online classroom, we do not get immediate feedback." Because many students would be more attentive to their course grades than my feedbacks, I am learning to respond than to react to their concerns. It is great learning curve for me. I concur with Deb that: "It would be great if the grade was not visible until the learner reviewed the written feedback." Are there other ways instructional leaders can help to influence students to use their emotions to focus on a course feedback rather than the grade received in a course? Thanks. Moses

Greetings Dr. Moses and Faculty

My belief is that leaders should be willing to change in any context with open arms. It is also important that instructional leaders predict that students in classrooms are not the same in the way they perceive the class, comments, grades, assignments and so on. An instructor will teach students with different cultures and different background and the importance of having change leaders in these situations is imperative.

I believe that instructional leaders should have the capacity and the proper skillset needed for change. They should always look for opportunities that guarantee student satisfaction and integrating EI would be a great approach to use especially with students from different culture and backgrounds. Cultural intelligence is another approach that change leaders should always consider when leading or managing classrooms.

Instructional leaders will have students who emotionally and culturally perceive things differently, and leader with changing mindsets is needed in these situations. Lack of EI skills might create an unproductive environment, and changing unproductive environment and throwing ego out of the door is imperative for leaders to consider in an educational context.

Thank you,

Mohamad

Hello Colleagues:

I teach the Organizational Behavior class online with GCU. One of our weekly topics concerns Emotional Intelligence (EI). As a Christian man the skills to learn how to deal with our emotions and as a leader to help our employees learn how to control their emotions is pivotal in business today. As a faculty member, we have to hold the line what is required for our classes. Yes, it is sometimes hard when you come across students' who cannot control their emotions in class and when they continually try to disrupt the class. It is very important that these skills are learned, especially; how students' should be trained to develop emotional discipline in their lives. In my class we discuss spiritual truth's:

Example: As a Christian man, we are loved by our Father in heaven, that is a fact, not an emotion. He proved his love by Dying on the cross, which was a very emotional experience, but; Jesus sacrificed himself to fulfill his Holy Father's will.

Hello Students:

RE: Emotional intelligence (EI)

As leaders, have you ever heard someone say, that is too much drama, referring to a person or to an employee? Being able to control your emotions and assess your own skills, abilities, strengths, and areas you need to work on are very important as leaders and your employees. To be an effective leader, you have to know thyself!

When performing a self assessment, be honest based on your skill sets and seek the training and development to be an effective leader. The leader should be humble and place the needs of their employees before themselves. Live by the fruit of the Holy Spirit and to put others before yourself:

Galatians 6:22,23 

"The fruit of the spirit is: Love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self control against such, there is no law.” We live by the word of God, our Father in Heaven.

This is a great topic, as it is sometimes difficult to manage our own emotions through an online environment.

I believe it does come down to triggers and being able to recognize our individual triggers and act/respond accordingly is critical. Stopping for 5 minutes to ask ourselves 'why is this creating this specific response in me?' can do tons to mitigate any ineffective, inappropriate response to our students.

I wholly agree with the statement that instructional leaders have to develop and demonstrate a capacity for emotional intelligence (EI) in classroom management.

Emotional Intelligence embraces and draws from numerous other branches of behavioral, emotional and communications theories. By developing our Emotional Intelligence we can become more productive and successful at what we do, and help others, including our students, to be more productive and successful as well.

The process and outcomes of Emotional Intelligence development also contain many elements known to reduce stress for students, by decreasing conflict, improving relationships and understanding, and increasing stability, continuity and harmony in the education process.

Marti Abitheira, MA EDU.

Online Adjunct Instructor

Hello colleagues,

This is an excellent topic of discussion. While we as instructors must be able to identify and understand our emotional intelligence, the same is true for our learners. I view emotional intelligence as how our learners see themselves situated in some aspect of society (classroom, on the job, in public, etc.) and how they react and function. Goleman's Theory on Emotional Intelligence highlights the aspect of self-concept, maturity, and self-empathy. If our students can display these attributes in our classrooms, they typically feel confident and safe, thus learning can occur. I feel it is part of my role to manifest and mold my students' emotional intelligence attributes and create learning activities and sustain a culture of inclusion that supports that. 

Betsy wrote: "If our students can display these attributes in our classrooms, they typically feel confident and safe, thus learning can occur." My goal is to encourage students to identify and use EI skills so they can own the learning derived in a course. This is because while academic knowledge or information is important to acquire in a course, I believe EI skills help students to claim ownership of the course content and for life! Also, as instructional/spiritual leader, it is critical to mold my students and model for them EI skills in learning to build relationships for themselves and others, which have implications for ministry [Oswald, R. M. & Jacobson, A. (2015). The emotional intelligence of Jesus: Relational smarts for religious leaders. London: Rowman & Littlefield.]. I appreciate the timeliness of this topics among the instructional leaders! Moses

Our success in life, teachers would have us believe, is determined largely by our academic achievements. Another critical factor, we are told, is our intelligence quotient (IQ) score, a measure of baseline intellect. Those of us who are academically ungifted are left with a rather bleak vision of our future.

But there’s a secret truth rarely communicated to everyone: While good grades and a high IQ never hurt, they do not guarantee prosperity or happiness. In fact, the consensus among psychologists is that IQ only accounts for about 10–25% of success. Perhaps a better predictor of achievement in life—and in intimate relationships—is emotional intelligence (EI).

According to Steve Bressete, EI comprises of

• Self-awareness – How conscious you are of your emotions in the moment
• Self-regulation – How well you are able to manage your emotions under pressure
• Motivation – Your drive to transform negative thoughts or situations into positive ones
• Empathy – The capacity to recognize others’ emotions and respond to them sympathetically
• Social skills – The ability to interact well with others (good communication, teamwork, etc.)

In an online environment, we as teachers we need to react not as our emotions, or feelings dictate and not as strictly as we would react in a face to face class. The reason is simple, we need to mirror to our students the message we send, we need with our written voice to neutralize their negative emotions and inner voices.

Our messages need to show empathy even if this is not necessary as we do not talk to someone who we know his state of mind so we need to assume the worst case scenario.

One of my rules is to avoid humor! Humor doesn't translate emotionally nor culturally and it can easily be misinterpreted.

We also need to be As Open As possible to our students, we shouldn't expect them to ask for help, we need to Extend our help hand to them and wait for them to grab it! We are connecting blindly, so we need to ensure we are there for everyone!

I appreciate the discussion and the ideas expressed by Dr. Taiwo and the GCU Faculty.  In  response to Dr. Taiwo’s  question asking for other ways instructional leaders can help to influence students to use their emotions to focus on a course feedback rather than the grade received in a course, I would do the following:

I would restate the students concern to them, using their language and ask them if that remains their concern, or if there are other concerns that were not communicated or addressed.  After completely hearing from the student (in writing and/or conversation), I would communicate my understanding that It is part of being human to have an emotional reaction, particularly when one is being evaluated, having one’s efforts and ideas commented on, and ultimately, dealing with the emotions that arise when one feels judged or graded.  I would acknowledge that grades can be deeply personal and a grade less than what one feels one is due, can seem to be unfair.

I would have a dialogue as opposed to a monologue with the student, ensuring that the student knows that I understand that they are committed to being successful in the course and ultimately in their profession.  I would also acknowledge again that I understand that grades matter and that being disappointed and/or upset is a natural consequence for not getting a grade that one feels they earned and/or a grade they are used to getting.   I would use this opportunity to help the student use feedback effectively as a tool to increase their understanding of the material and improve their grades.  

Balance IQ/EI

My frame of reference is of a clinical preceptor, not yet in the classroom.  As a preceptor, I look at ways of explaining information that makes my students more receptive.  In utilizing EI with my students, I am looking for ways to get in their listening in order to facilitate better comprehension and in order to avoid a negative (frustrated) or defensive response (which shuts down learning).  If I am explaining a concept, which no one understands (feedback), then I have consider that I may either be giving too much information, too fast paced, or that I just didn’t articulate correctly.

In the classroom, I will pay attention to my own thoughts, feelings, and reactions to students.  Information that I am communicating will not “land” with the same force with each student in a classroom.  A concept that seems completely explained and understood by one student may in fact, be difficult for another student to understand.  Students will react to how I am communicating information both verbally (asking questions, agreeing, etc.) and nonverbally (looking confused, nodding their head, etc). While IQ is content/information, the EI is being aware of how I am responding to how the lesson is being received and my reaction to their responses. EI is being aware of the emotional temperature in the room.

Thank you, Dr. Tawio, for a great topic to discuss and reflect.

EI is closely related to IQ and Dr. Howard Gardner’s 8 intelligences theory. My experience has been that if the instructor can understand how his/her GCU students may all be very bright, however, it shows in various ways … then he/she understands that the traditional approach to learning  and teaching may not be the answer. Creativity comes in here and yes, emotions. Current brain research tells us that the emotional part of the brain must be stimulated for learning to occur. Writers of TV commercials have known this for decades as they use music and emotions to sell their products….and we fall for it.

With all of this in mind, we look at EI. The instructor must look at the “whole student” with EI and not just one component or just the curriculum….or even one assignment.  My experience again comes in here as a classroom teacher for 40 years and a GCU instructor in education. Oftentimes what the instructor needs to be keenly aware of when reading the student assignment, email or DQ response is what the student is “not” saying. Read between the lines. Do not take a response personally if it appears emotional and “off the cuff” because perhaps this is the EI of that student. Building relationships with students is a vital component to successful teaching on ground or online because then you get to know the “whole” person.  Reread the piece of work that seems emotional and look for clues with the student for possible emotional cues.  

In addition, look within and reflect on your own emotions at the time you are grading or reading DQ responses. What just happened in your own life? Where are your emotions at and is it possible this is not a good time to be trying to grade? Perhaps the instructor needs a time out.

I am anxious to continue to read our colleagues experiences and examples. This is such an important topic in today’s classroom.

Shawn Feaster Johnson, Ed.D.

Hi, Colleagues! I appreciate hearing your input on emotions in learning. I teach Educational Leadership courses online, and ironically, as we wrap up the course Strengthening Curriculum, Week 6 is all about leadership, emotion, and love. DuFour and Marzano (2011) say it this way: 

"Any book on effective leadership, however, must acknowledge that these same bottom-line    leaders who hold themselves and others accountable for providing tangible evidence of improved student learning also appeal directly to the emotions of those they lead" (p. 193). 

It's a lot of what many of you have already said--that we must show our students how much we care about them--how much we love them, and how we strive to SERVE them. The title of the chapter in DuFour and Marzano this week is Leadership is an Affair of the Heart. I knew as a middle school principal and now as an online instructor that the more I am able to exude love and service to my students and community, the less assumptions, and frustration are connected to my students. People's hearts are a little lighter and they are less afraid to challenge me on something--that is what learning is all about...a less-threatening, more collaborative and trusting environment.

DuFour, R. and Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN, Solution Tree Press.

Hello Colleagues:

The importance of discussing this topic as a teacher and facilitator for online classes is very important, not just for the face to face synchronous environment, but the online, virtual asynchronous environment. People unfortunately think, sending messages or communicating in an online environment, they do not have to use proper etiquette, we know that is not true. As faculty, we know it is very important to come across very professional with humility when communicating online, especially since this is a persons written word. The importance to reflect proper respect in an online virtual environment is very important today, especially since many people and organizations operate in a virtual environment. As faculty, it is very important we convey the importance of emotional intelligence in an online environment for our students.

EI as we know it is still fairly new in the aspect of uncovering how its measured, how it impacts others and certainly how it impacts one's learning.  The science is certainly there but I would point out that the awareness of not being emotionally ready to learn something can be rather obvious without knowing what level your EI rises or lowers to. As educators, the awareness of when/how emotions are being communicated is critical.  An inappropriate written response can set the wrong tone just as much as an emotionally charged conversation.  Recognizing when your "button" is being pushed, while its being pushed, to me is the first step of improving your EI.  This goes hand in hand with education not just being about books but also about building character.  When one can recognize when a hot button is being pressed by someone and being able to not provide an unfiltered response shows character and therefore a higher EI.  Our students learn not only from our teaching content and methods but also from how we display our own character.   

Great discussions on EI among us, as instructional/spiritual leaders! So far, it appears we all agree that IQ and EI are complementary skills to have in classroom management. I like the way Ann captured this reasoning that: "While IQ is content/information, the EI is being aware of how I am responding to how the lesson is being received and my reaction to their responses." This is critical for instructional leaders because it is not the amount of knowledge information we provide our students (as good as this is) that matters. Rather, it is the way students experience the knowledge information we pass on to them. Hence, EI is all about relationships, which is essential for teaching effectiveness! We may have skills for instructional delivery methods, strategies, and/or teach great subject/topic, but when a teacher does not have a relationship of trust with students, little or no learn happens, or little transformation occurs! Let's continue to explore the topic! Thanks. Moses  

Joseph-I'll bet we could ALL tell stories about mistakes and assumptions we've made BECAUSE the electronic message we (mis)read was online v. in person. It's a great reminder for us to stop, take a breath, maybe but the message away for a bit before pushing that button. There are definitely EI errors when reading an electronic message. It's best to wait before acting. (Sort of like "think before you act" in all other areas of our lives!)

Hello Karin:

Yes, I do agree with you. As an instructor teaching online, I have had to redo several messages to ensure my point of view is coming across correctly and in a manner benefitting my students in a humble manner. Teaching online is more difficult than in face to face classes, but I really do think, this is the way of the future, especially; when careers are focusing on international markets and work is becoming more virtual. As faculty, we must be able to teach Emotional Intelligence to our students' in a virtual environment to ensure all people are acting and behaving ethically. As Christians, this is a requirement, to love our neighbors as ourselves and to have self control.

Any situation in a classroom can be used to facilitate learning.  Students and instructors both have typical behaviors and strategies that they employ in a classroom. One example would be a student who deals with a lack of understanding-during instruction-by taking detailed notes and looking up information after class.  An instructor that notices this can encourage that student (privately) or students in the classroom to ask questions.  The student is essentially being asked to participate more directly in their own acquisition of knowledge. An instructor can pay attention to the mood of the classroom and modify the language of instruction (additional explanations, re-teaching, etc).  An instructor that asks students to give them feedback with regard to the students learning can provide the nonverbal message (I care about your learning) with the verbal messages of the information being taught.

Ann-so true! The instructor must have a finger on the pulse of the classroom climate in order to gauge where people are in their learning. Another way to help "guide" the struggling learners is to direct questions that might not be as high level (more knowledge and skills) and build with the student from there. Of course, that is risky because the instructor will want to be certain that the student can answer those Level 1 questions. As you said, this is the time for a private conversation with the student, "Where do feel you get confused? Can you pinpoint where it starts to get confusing?" The time invested by the professor in working with a struggling student might pay dividends in trust, student success, confidence, etc.

Joseph-I, too, have had to delete and rewrite some things. My attempts at humor were only funny to me, I guess! I had to do that as a principal too. My response to ALL seemed clever, but on second look, I could understand how it could be misinterpreted. Deleting those things beforehand saved a lot of heartache for others, and for me, but especially, it saved TIME. People are busy enough....they don't need to look at what I thought was  a hilarious email!

Hello, everyone! Because emotions impact everything people do, teaching in virtual environment can be a challenge for the instructional leaders. This is because, depending on how a presenting emotional situation or behavior is interpreted or misinterpreted, emotion can impact a student's overall performance in a course in the same way it does to employee performance. Hence, I review my notes or comments to students twice before clicking 'send.' As an instructional leader, I am aware that my remarks or feedback carry some form of power or authority that would influence their emotions. My goal is to be mindful of the emotions attached to my feedback so that students can receive the message, and use it for learning. Moses       

Empathy is one of the important aspects of EI that contributes to occupational success of instructional leaders, at least from personal and professional encounters with my students. With a skill of empathy, I am able to take the time to understand not only the emotion a student was feeling but what the emotion was also providing as a source of information. As I respond to the emerged information or data, I'm vicariously accessing the presenting emotional presence that empathy plays in building a student-teacher relationship. I wonder what has been your individual experiences, as you us the tool of empathy to influence students for learning. Let's discuss. Thanks! Moses

Hello Moses:

The basis of empathy with my students' is very important as you stated, however; the difference between students' who use their emotional intelligence as drama in the class or continuous disregard for others must be stopped. I just recently had a student in my class who blamed every one else for their lack of performance or the student's unwillingness to abide by policies for the university. This student would use their emotions to run rampant, which caused me and the student's in the class problems. This was the last class in the graduate level business program, which in my perspective is very concerning, especially for a student who is seeking higher level management positions.

The way I use empathy for my students right from the start is to state that I understand that being a teacher can be extremely difficult for online graduate students. We all know that teachers do not just work during the day--they are grading, planning, attending functions, preparing for an evaluation, and stressing about upcoming district and state high-stakes testing. For that reason, I am not likely to deduct points for something that is a little bit late. I was granted that same grace as a student, and even as a school administrator, and I am so grateful for that. The students do appreciate that gesture. I'm happy to relieve some stress in their lives.

However, in one of my online courses a student was extremely frustrated because she seemed to be the only one in her group doing the work. The others had not even responded to her repeated requests to plan. I could see on the Forum that this was the case. I asked her how she wanted to handle things...I could reach out to the group members, or let her try to handle it. She wanted to handle it first. She was very direct in her frustration with the group members. After that, they all stepped up and recognized their role in this. I applauded her for her assertive and tactful message to them and she appreciated the opportunity to work this out on her own. 

We all agree that online course facilitation can be more challenging than a face-to-face one. Nonetheless, the tool of empathy of EI seems to be one way of responding effectively to students who "use their emotions to run rampant, which caused me and the student's in the class problems."  I believe your ability to use the tool of empathy is a powerful emotional response to a student's belligerent behavior in class. When a student reacts out of his or her frustration or confusion, the tool of empathy allow me to respond in the moment that allows me to influence the student for learning. While empathy may be effectively used in the face-to-face interactions, it is even more difficult with the online courses where instructional leaders can only read students' emotions between the lines. It is the reason EI remains a critical skill for instructional leaders in class management. Thanks. Moses Taiwo   

Hello Moses:

I agree, but my concern is how students' have self control or lack thereof of their emotional state. If a student displays inappropriate behavior in class, especially in an online class where they are sending inappropriate messages about an instructor in class or about fellow students, this behavior must be stopped and there should be consequences for that student. If the same person shows these behaviors in a work environment, this is considered a hostile work environment and the person could be fired for their behavior. I understand we as faculty have to help our students, but at what expense; to the detriment of our class? especially in a graduate level business class. As I state to my students, respect goes both ways. As a Christian, the second most important commandment, "To love our neighbor as ourselves." You can do the second commandment without the first. When a student displays behavior of this manner, it is not benefitting the class for them to be allowed to stay in the class.

Great response, Joe! You stated the obvious that: "when a student displays behavior of this manner, it is not benefitting the class for them to be allowed to stay in the class." This is important because even though instructional leaders are expected to use empathy skill of EI to influence and enhance their students' learning, a student who fails to recognize and appreciate the instructor's empathy cannot learn. I believe learning is more than information or data acquisition, emotions in relationships are critical for learning to be effective and meaningful to life. A suggestion is to establish and maintain clearly defined boundaries, including a remind that a belligerent student cannot continue in the class! This can be challenging for both parties, especially with online courses. How did you address the situation you had with that graduate student? Any insights or suggestions? Thanks! Moses 

Often, students are bolder in the asynchronous Online environment. In the law related topics that I teach, it is usual to encounter differences of opinion related to certain legal principles and ethical decision making. Therefore, I alert students that differences are expected and part of the learning process; that they are expected to differ with respect and personal attacks will not be tolerated.

Hello Moses:

Thank you for asking. Anytime I encounter issues such as a student not using self-control in my class. I will let them know in a message or I will call them that their behavior is not acceptable and as a Christian, we should abide by the Fruit of the Spirit (Love, joy, peace, patience, Kindness, goodness, faithfulness, gentleness, and self-control. This information is stated in my welcome announcements as well, where it states:

Communications:

Students, please post your required introductions on the Class Wall (This is a requirement for this course) and please review ALL of the uploaded documents for this course.

Students, it is imperative that you submit substantive work for your assignments. I follow Grand Canyon's University policy to the letter. Please make sure you understand what is expected of you in this course.

Students, I am here to help you. If you have a question, please ask me. If you have a personal question or concerns send me a message within the Individual Forum.

• Students' do not make any inappropriate comments in my class!

• If you have a question concerning an assignment, please ask the question in the Question to instructor forum, or if you have a personal concern, ask me in the Individual forum, this discussion is only with me and the student.

• I will not answer any questions posted in the announcements area

  If the same student does it again, and the severity of their written post is unacceptable or demeaning in any manner to me or to a fellow student or students', I will send a message to the student in the Individual forum, letting them know what they did, how they violated GCU policy, and my intent of submitting a Class Incident Report (CIR) to the university. For the student in question, this student had two CIR's for my class.

  Based on my experience, allowing inappropriate behavior in a class to continue, causes problems for the school and will have consequences for other faculty members in their respective programs.

  Best regards,

  Joseph

Instructional leaders have the unique opportunity to influencing their students for learning, despite the resistance of a few who struggle to learn. Some students may be 'too sick' to learn, giving the forces that worked against their growing up in life! Leaders who use EI could recognize and manage their emotions, and model the same through caring, and respectful interactions with students in different contexts! In addition to empathy, instructional leaders could use social skill to get along with students by managing and influencing emotions in relationships to persuade them for learning. It seems to me that empathy and social skills have been two critical components of EI for instructional leaders in class management. What are other components of EI that can assist instructional leaders to persuade students for learning? Thanks. Moses

Classrooms, whether online or in person, should be places where ideas can be appreciated as well as challenged.  The challenge for instructors is to encourage a free and open exchange of ideas while respecting personal and individual differences.   Exchanges of ideas can be so limited by fear of having any question being seen as criticism that it can stifle an otherwise teachable moment or end a potentially fruitful class discussion. Instructional leaders should encourage and model appropriate ways of communicating opposing viewpoints that lead to productive lessons.   Students can become so afraid of being offensive that they wind up hiding their ideas and not being a contribution to class.

Yes, Ann! It takes time and effort to create a classroom culture where trust abounds and people can freely exchange ideas. That is built by instructors who can shift their roles when appropriate, to coaches or facilitators. I believe the best classroom discussions and idea development occurs when the instructor steps back and does less of the talking and "teaching". When he/she allows different perspectives to flow, people become more comfortable sharing their viewpoints. It's a skill that takes time to hone. I believe we don't allow much of this kind of classroom interaction is because it is easier to control the situation where the teacher does all the teaching--no time to get into discussions--we need to move on. This is especially true in the public schools where 1. many teachers worry about classroom management and control 2. teachers have so much to cover before the next big high stakes test and they have to "move on", 3. teachers do not have training in allowing dialogue in the classroom, nor do they understand how to guide discussions by guiding with higher-level questions.

Karin, I agree! Within my weekly online discussions for my courses, I seek the students' to take the lead in the discussions. I provide my posts for the entire class based on the topic and I provide my comments and suggestions to the class. The last post in my class by me is my CAT's post.

So far, a perspective understanding and use of EI for instructional leaders has been fruitful and informational. One take away for me is that by integrating empathy and social skills of EI in classroom management, educational or instructional leaders can effectively influence their students for learning. Another take away from my colleagues is that, despite the enormous challenges with online courses or virtual learning environment, application of the tools of EI can assist instructors to be more creative when addressing resistance to learning from their students. With increasing trust and love, instructors can help change the presenting dynamics that emotions bring in any interactions. Thanks for all of your contributions! Dr. Taiwo  

Thank you Dr. Taiwo for facilitating this excellent discussion!

Best regards,

Joseph Kennedy

You are welcome, Dr. Kennedy. THANKS! Moses

Dr Taiwe, 

Thank you for this discussion.  I have to say, I gained insight from you and my colleagues contributions.  

Warmly,

Ann Reiff FNP-BC

Thanks, Ann, for your participation and timely contributions to the discussions on EI. Blessings! Moses

I learned a lot from this discussion.  When view the examples that were given, I can relate them to my class.  It was a nice way to gain new thinking on this issue. Susan Kurzer

Thanks, Susan. I'm glad the seminar was of help, and I enjoyed your contributions to the discussion as well. Blessings! Dr. Taiwo

Group projects are challenging. I encourage students not to make assumptions about students who are not participating or are submitting inferior work.  We all know that online students are usually working full time and have family responsibilities, and life does sometimes get in the way of our best intentions.  It is also true that some people are lazy and expect to be carried through the assignment on the work of others.  We need to stay open minded in our communication, withhold judgement, and not let emotions cloud our decisions about others.  By the same token, we have to be realistic and recognize that work ethic is as individual as each of us.

• I encourage active students to interact with those who are participating and move on without the rest.
• I tell students to continue to reach out to inactive group members, and I post reminders of the group activities and that there is not a make up for the assignment.
• I don't give everyone in the group the same grade.  It is very time consuming to assess each individual's participation and contribution to the project, but I believe it is the only fair way to grade.  If a student participated, they will receive group points, but that is only 50% of the grade.  The other 50% is earned by idea suggestions, active participation in all decisions, feedback to each other, meeting deadlines, and submitted their portion of the work on time.  Students appreciate having their own efforts recognized on the grades, and are more motivated to take leadership roles when they will be rewarded for it.  It is worth noting that the campus platform does not make it easy to grade individually.  After the project closes, I have to go into the groups, and set up an individual group for every student except the ones who submitted the project for the group, and then individual grading is possible.  That sounds overwhelming, but it only takes about 10-15 minutes for a group of  30.

Sally