The National Dropout Prevention Center/Network, located at Clemson University orchestrates a number of conferences and institutes throughout the year. At their recent at-risk youth forum, the opening general session featured Deb Sofield, an executive speech coach. Most of the time, we listen to motivational sessions focused on our own personal and professional skills. This time, however, I approached listening by relating the presentation to the work that we do in alternative, blended learning environments, specifically to how we relate to at-risk youth. Ms. Sofield gave us 15 Rules for the Road. Here are my favorite five take-aways and how i connected them to the important work done with at-risk students.

1. Lighten up – keep a relaxed face

   Deb relates this to the first two minutes of any speech, the introduction. For those of us working with students on a daily basis, think about it as the first two minutes when students walk into the room. Are we smiling, making eye contact, using positive gestures, and letting the students know we’re glad they are there? How would your class or blended learning participants respond if every session started with a relaxed approach?
   

2. Be glad to be there

   The first step to a great speech is to be glad to be there. What about the first step to a great class session? No matter how prepared we feel or what else is happening in our lives, students know when we we’d rather be somewhere else. Prepare “gladness” before you get to class. Think about something that makes you glad or happy. Write it down on a sticky note and carry it with you. Focus on it briefly before every class. You may be surprised as to how much that simple step can raise your "gladness quotient" and spread it across the whole day.
   

3. Be aware of simple body language

   Ever nod your head up and down or tilt it to the side when you’re listening to someone? Ever walk away from a conversation knowing that the person you were just talking to did not have a clue about what you were saying? Some head gestures can be confusing. They can make the person wonder if you’re listening intently, if you’ve already heard the story, or if you’re thinking about something else. Keeping your face forward, and your eye contact strong helps you build a stronger, longer lasting connection with the student.

4. Have a single concept in mind

   Best practices for speeches and essays include using no more than three key points or themes. When working with our students, however, we sometimes have five or six different things we need to discuss with them. How much more would they remember if we kept the message short? Remember, in many blended learning environments, we have the same set of students for longer periods of time. Spreading the messages out through the whole class session increases the potential that they will remember all six instead of one or two.

5. Think about what you’re saying

   Several of Deb’s “Rules of the Road” relate to telling funny stories, using humor, and carefully selecting your words. Today’s social society has taught us to look for the offensive in everything we hear. Our students are no exception. They love to let us know when we mess up our message. Sometimes, however, they don’t know to tell us. All they know is that they felt dismissed or lied to. Get rid of trite and ineffective phrases such as “whatever” or “you know.” These feel dismissive. Also, quit starting sentences with references to truth or honesty, like “to tell the truth” or “to be honest.” These actually call our honesty into question. They raise flags of insincerity in our students’ minds. They do nothing to help build and sustain the student-teacher relationship, especially relationships with at-risk students who may come to us with long histories without trustworthy adult leadership.
   

All communication, both verbal and nonverbal, affects our relationships with at-risk students and their receptivity to blended learning environments. Practicing positive gestures, attitudes, words and messages helps us internalize them until they become second nature, until our automatic response is one of support and encouragement for all students.

Thank you, Deb Solfied, for graciously giving permission to share some of your insights. We appreciate your help as we continue to learn to communicate with each new generation of students.

This Week’s Challenge

Take some time to listen to one of Deb’s podcasts on encouragement and empowerment. But, listen with different ears. Focus on how the message can change the way you work with at-risk students or how it can help you make the move from the traditional classroom to a blended learning environment.