Making Continuation Communities Count
Mark Hemauer
California State University, East Bay
February 7, 2008
Introduction
Oh…you work at THAT school, is a phrase I often hear when introducing myself to fellow educators in my school district. THAT school is a small continuation high school that is part of the district’s alternative education program where I am planning to start an online course. My primary concern with starting the program is that many of the community building problems associated with the face-to-face continuation classrooms may be amplified by the online setting. To combat this problem, I will analyze the common problems that students often have in the face-to-face environment and make suggestions for techniques to build community in the online environment.
When by continuation you mean…?
According to the California Continuation Education Association, (2008) continuation high schools provide education for students with unique personal and education needs that were not successful in comprehensive programs. More specifically, continuation education often serves students who have extreme attendance issues, emotional or behavioral issues, health problems, or are administrative placements due to discipline issues. Continuation programs use techniques like flexible scheduling, personalized instruction and smaller class sizes to assist the students in achieving their academic goals.
What is the big deal with community?
Creating an online community is essential for developing a positive learning environment that is welcoming and that encourages the success of all members of the class. If community is not established, students may not feel welcome or feel like they do not have an important role in the class. Lack of self-worth will lead to less participation in discussion and activities, or even abandonment from the program. Furthermore, if there is mass failure in community building, the group dynamic will fail, creating no more than an independent study class. Online learning communities encourage academic and social success. A positive learning environment will provide outlets for discussion about the topics being covered, and further student-centered, self-directed academic exploration.
In addition, creating community online can encourage social development along with academic development. Continuation students can benefit by learning one-on-one and group social skills in a low threat environment. While social skills are something that most educators take for granted, continuation students may have missed significant amounts of school, which can make the process of socializing with a teacher or classmates in an academic setting difficult. By providing a low stress, low threat community, students will be able to learn how to (in some cases) or enhance (in most cases) their social skills.
How Can Educators Manage The Key Relationships of Students To Build Community?
The Master Teacher teaching guide explains that there are key relationships that every student has to manage. Among these relationships are: student and self, student and teacher, student and classroom activities, students and peers. Successful management of these relationships by the educator plays an important role in creating an effective online learning community (DeBruyn, R., Rickabaugh, J., DeBruyn, T., & Lovely, S., 2007).
Student and Self
Continuation educators need to be aware of individual needs of the learning populations they are serving in order for community to be created (Foley & Pang, 2006). For instance, continuation students often have a combination of emotional, behavioral, academic, and social problems that must be addressed. Many continuation students have a history of academic failure, thus leaving only negative experiences related to school and learning (Hadderman, 2002). Because of these negative experiences, students lack the confidence to succeed and may have a fear of failure in school. Having a fear of failure or lack of confidence can lead to poor participation or attendance. Poor participation or performance can lead to failure or attendance issues. It is obvious that the cycle of negative experiences continues.
In order to change the experience of students, the structure of the continuation program needs to suit the needs of the students (Chandler, Freiberg, D’Antonio, & Nelson, 2002). First, the facilitator needs to create a safe learning environment, which welcomes students of all abilities. The teacher should work to create a classroom that encourages students to actively participate for the online class. Active participation will lead to success and community building, thus breaking the cycle of negative school experience.
Student and Teacher
A good relationship between the student and the teacher is imperative for a successful online continuation community to be created. Continuation educators have many roles other than instructor; these roles include counselor, advisor, and mentor, and they must use all of these roles when interacting with students (Wagner, Wonacott, & Jackson, 2005). Students need to have trust in their teacher and what they are trying to accomplish in order for a community to be created. If there is not belief in the teacher or the community, it may lead to poor performance from the student.
Lack of effective communication can lead to another problem, students who want to be successful in a program but do not have adequate social and academic support. Teachers need to be aware of the problems the students are having with the class or other issues that are interfering with their performance. Creating a caring, trusting relationship with students will help to curb some of the inevitable problems that students will encounter during a course. Educators must provide an open line of communication with the student. This means that the feedback and discussion must be both prompt and constructive. If the student is having issues, the teacher must work efficiently to curtail the problems to help the student succeed.
Student and Classroom Activities
Teacher-centered classes will lead to disinterested students, lack of participation, and a failure to create a quality online community. Making connections with the subject and the interests of the student is important factor influencing success of the community (Hadderman, 2002). Continuation educators must show students the value of the material they are learning (Finnan & Chasin, 2007). The best way to address the needs of the students is by implementing the constructivist approach to teaching, creating a student-centered classroom. Constructivism makes the subject important to the student and encourages individual academic exploration and growth (Owen, Farsaii, Knezek, & Christensen, 2006). Creating an online program that is student-centered will both, address the needs of the learner, and provide a flexible environment that will encourage the creation of a true learning community.
Student and Peers
One of the most important aspects of creating an online community is having students that will be able to work with each other to create meaningful communication and group work. Continuation students tend to be less interested in working in groups because of issues like poor attendance or lack of confidence. If you are in a group and you cannot depend on your partners to help to create a final product, you will probably be less willing to work with others. In addition, lack of interest in group work may relate to a student’s lack of confidence. Students may not want to collaborate with others if they do not feel they are competent or worthy of working with smarter students.
There are several ways to create successful relationships between students. The first thing to remember is that online classes will not become “instant communities†(Peck, 1987). The teacher must give students time to become comfortable working with, and talking to, their peers. One good way to encourage dialogue is by using icebreaker activities. In addition, the community should establish rules and guidelines. Student-created guidelines will make student needs the priority and allow individuals express their beliefs on what makes a successful community. After a establishing a line of trust with the icebreaker activities, the teacher can take the next step of introducing collaboration among students through group work.
When creating groups, the teacher should avoid ability grouping or creating competitiveness among the students. Hurley (2002) points out that these techniques often lead to failure for many alternative education classes. To ensure that true collocation is taking place during the course of an activity, the teacher should maintain a good line of communication with the students about their progress. In addition, because it is often hard to know exactly what is going on in the group, the teacher should provide opportunities for confidential peer evaluations at the end of an activity or project. Using these techniques will encourage a positive collaborative and help to ensure the establishment of real community.
Conclusion
Creating an online community with continuation students will be a lot of work. It is important to acknowledge that continuation students have many needs that may differ from general education students. Acknowledging the differences that exist and addressing the specific relationship can lead to the establishment of a successful community. By incorporating the aforementioned best practices, I can tell fellow teachers, “yes I do work at THAT school and we have created an excellent online learning communityâ€.
References:
California Continuation Education Association. (2008). CCEA Brochure. Retrieved January 30, 2008, from http://www.cceanet.org/Brochure/CCEABro1.htm
Chandler, W., Freiberg, M., D’Antonio, A., & Nelson, M. (2002). Alternate teaching/alternate learning: preparing in-service teachers for alternative education settings. American Secondary Education, 30(2), 33. Retrieved January 29, 2008, from ERIC database.
DeBruyn, R., Rickabaugh, J., DeBruyn, T., & Lovely, S. (2007). The five relationships of students. Master Teacher, 39 (6).
Finnan, C., & Chasin, G. (2007). Accelerating the learning of low-achieving students: the transformation of a dropout. Phi Delta Kappan, 88(8), 625. Retrieved January 29, 2008, from ERIC database.
Foley, R., & Pang, L. (2006). Alternative education programs: program and student characteristics. High School Journal, 89(3), 10.
Hurley, R. (2002). Fine-tuning an online high school to benefit at-risk students. Retrieved January 28, 2008, from http://thejournal.com/articles/16178.
Hadderman, M. (2002). Alternative schools: trends and issues. Retrieved January 29, 2008, from ERIC database.
Owen, A., Farsaii, S., Knezek, G., & Christensen, R. (2006). Teaching in the one-to-one classroom: it’s not about laptops, it’s about empowerment!. Learning and Leading with Technology, 33(4), 12. Retrieved January 27, 2008, from ERIC database.
Peck, M.S. (1987). The different drum: Community making and peace. New York: Simon and Shuster.
Wagner, J., Wonacott, M. & Jackson, D. (2005). Alternative education. Center on Education and Training for Employment, Ohio State University. Retrieved January 26, 2008, from ERIC database.