FRASER INTERNATIONAL COLLEGE

Your direct pathway to Simon Fraser University

Vancouver, Canada

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STRUCTURING SAFETY

Students feel comfortable to share and interact in a classroom when they feel safe to do so.

What do most students need in order to feel safe:

Privacy and confidentiality (? Difficult to enforce but it can be discussed)

Respect

Non-judgemental space

Supportive instructor who is able to engage in and manage difficult conversations

An instructor who can be a role model for health communication

Cultural safety

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PERSONAL DEVELOPMENT

Providing opportunities for personal and professional growth in class increases skills, resiliency, and preparedness for the future.

Suggestions:

Guest speakers/alumni/field trips: helps students connect in-class learning to their career development

What skills will students need to succeed in life and in their careers? Find ways to foster these in class (i.e., teamwork, communication, problem-solving, critical thinking, empathy, initiative, setting boundaries, mindfulness, gratitude, commitment, connection, kindness, authenticity, etc.)

Journaling and other reflective activities encourage personal growth

Mindfulness or other skill building activities during class breaks or as part of the course (i.e., mindfulness meditation on youtube)

Link students to resources that support their personal balance and wellbeing

Encourage students to seek co-curricular and volunteer opportunities (student volunteering, peer educators, Awareness Campaign Team, photography team)

TOOLS/IDEAS: check-ins, icebreakers, cultural artefact activity, self-reflection, share about your personal journey, Team Style Inventory: http://www.mhhe.com/ps/hrelations/general/teaminventory.html

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FLEXIBILITY

Providing students with some flexibility and control over their learning experience helps them to feel empowered and supported (which contributes to wellbeing)

Suggestions:

Give option to choose best 2 out of 3 assignments or quizzes

Give students choice in assignments and opportunities to set their own deadlines or % of final grade for assignments: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/flexibility/DrDidichers-sample-evaluation-agreement.pdf

Seek feedback throughout semester via web-survey or anonymous in-class comment card: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/flexibility/student-comment-card.pdf

Sample survey questions: https://websurvey.sfu.ca/cgi-bin/WebObjects/WebSurvey.woa/19/wo/Bbf2jzHb1WpfbKBJk8bjIM/3.0.2.1.1.0.12.7.2

Use interactive tools like iclicker to promote class input and participation

Provide lecture notes or ppt slides ahead of class, and provide lecture recordings (good for non-native English speakers)

Consider alternative forms of office hours (i.e., skype, group hours, web conferencing)

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SOCIAL CONNECTION

Facilitating interaction helps students build social networks which foster resilience and are an asset to wellbeing. Interaction in the class can help create a sense of community and positive classroom culture.

Suggestions:

Use a social connectedness activity during the first class and later classes

Teamwork: ask students to mark the quality of work of each other during group work: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/social-connection/Rubric-for-Group-Process.pdf

Encourage students to participate in study groups/connect them with peer educators

Move tables and chairs into small groups to facilitate discussion

Design in-class activities or assignments that require students to work together

Do the team style inventory during group work so students know each others style: http://www.mhhe.com/ps/hrelations/general/teaminventory.html

Ask students to take down the name and number of a classmate so they have someone to contact if they miss any class material or instructions

Suggest opportunities for students to interact outside of class time

Offer mini breaks in class and encourage students to take this time to meet and get to know their classmates (play a game like 2 truths and a lie)

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RESOURCES & STRUCTURE

Students perform and feel good when they have structure and adequate resources to meet challenges – important for planning/seeing the bigger picture

Suggestions:

Consider the timing of exams and assignments to alleviate undue stress

Provide feedback on each stage of assignments and help students progress to the next stage of larger projects (scaffold assignments so each component is a separate assignment)

Avoid heavily weighted components, such as an exam worth 50% of final grade

Recognize that more tasks do not always equate to more learning

Set clear course goals, and ensure assignments and expectations are clear from the start

Provide activities where students design mock test/study questions

Provide experiential learning opportunities (learning by doing, sensory learning)

Map out the schedule

Connect students to FIC resources (e.g. peer educators, etc.)

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POSITIVE CLASSROOM CULTURE Creating an enjoyable and welcoming classroom culture can enhance positive wellbeing for

students and instructors. This can be accomplished through humour, inspiration, open-mindedness, connecting with students, or deeply engaging them in their learning.

Suggestions:

Acknowledge stress within your class syllabus. For example, you could write:‘Stress can be a normal part of your student experience, please connect with me or use the resources available to you to be proactive rather than reactive. Assess your wellness using the wellness wheel at www.sfu.ca/students/health/resources/wellness/wheel.html and connect to resources on and off campus to support you in being successful in this course and beyond.’

Share your teaching philosophy with students: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/teachingpractices/Stephen%20Brown%27s%20Teaching%20Philosophy.pdf

Take care of own wellbeing so you can be present and encouraging for your students

Use a class check-in activity to connect with students (i.e., everyone check in as an animal, pick an image, use one word to describe their feeling today): http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/positive-classroom-culture/check-in-activity.pdf

Tell a joke or provide an inspiring quote within your lecture to lighten the mood

Use active learning techniques to create an engaging & dynamic learning environment

Offer breaks in class during which students can take a breather and/or connect to one another (play a short game)

Ensure a pleasant and inviting space through the use of colour, art, music and well-maintained facilities

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INSTRUCTOR SUPPORT

As an instructor you play an important role in setting a positive and supportive tone that can go a long way in helping students to feel welcome and at ease.

Suggestions:

Let students know you care about them and their success

Demystify your role by sharing an anecdote, joke, or sharing something about yourself (build your story to share with students)

Be learner-centred: be interested in learners instead of trying to be an interesting teacher

Ask students to share their stories about their favourite instructors or classes and what characteristics or qualities stood out for them

Consider the whole student and the pressures and challenges the student may face outside your class

Provide constructive feedback and outline specific actions students can take to improve

Consider alternative forms of office hours (skype, webconferencing, group office hours) and let students know what to expect of this time

Use auto reply on your emails so students get some immediate information 9eases anxiety)

Connect students with FIC resources/supports

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REAL-LIFE LEARNING

By connecting learning to life you offer students opportunities to build their personal skills and confidence in their future

Suggestions:

Utilize examples from the real world in class (i.e., news clips, career advice, guest speakers from the workforce, videos)

Consider the skills students will need to succeed in life and in their careers and try to foster these in class (i.e., teamwork, problem-solving, critical thinking, empathy, initiative)

Bring in guest speakers or alumni who can help relate the course material to real life issues and work skills

Incorporate experiential, hands-on, practical learning into the course where possible

Offer role-playing activities, practice of skills, demonstrations with volunteers

Information interviews with potential employers

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SERVICES & SUPPORTS

The in-class experience provides an important opportunity to connect students with resources that can support their personal wellbeing and readiness to learn

Suggestions:

Provide health tips or health resources in class or during breaks

Use mindfulness or relaxation videos for a break

Suggest opportunities for students to engage in activities together outside the classroom

Link students to resources that support their wellbeing

Familiarize yourself with the various student support services and co-curricular learning supports at FIC

Invite guest speakers from various FIC and campus services to present on their services

Discuss: common presenting concerns of students

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INCLUSIVITY

An inclusive learning environment demonstrates an intentional consideration for all students and, in doing so, can enhance positive wellbeing

Suggestions:

Create class guidelines as a group to respect difference and create a safe place for discussion (i.e., appreciate difference, respect perspectives, offer empathy to people as they speak about personal experiences): http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/inclusivity/Sample-Class-Guidelines.pdf (guidelines can remain in view each class)

Publish grading rubric in advance

Make marking criteria explicit

Break final paper into a series smaller assignments (scaffold assignments)

Make expectations clear; remind students what resources are available to them

Provide visual support (text/graphics/images)

Vary assignments: visual, written, presentation

Check for understanding: pause and summarize or ask students to summarize (i.e., “I’d like you to summarize my example and add another” or “take a minute to prepare a question about this”) – important for non-native English speakers