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After critically reflecting on today’s live sessions, complete the sentences below:
When I enter a conversation about racial equity, I feel _____________.
It is important for me to ensure my students feel _________ in my online course. One way I do this in my face-to-face classes is ________. One way I could do this in my online classes is to  _____________.
My emotional armor looks like ____________ and it may prevent me from __________________.
After filling in those blanks, proceed to our digital bulletin board and post a reflection about your takeaways from the day.

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When I enter a conversation about racial equity I feel unprepared. I am trying to learn more but there is so much for me as a white woman to learn. I just read "White Fragility" that has given me some tools and ordered "How to be an Antiracist." But despite my limitations, I hope my students will feel heard, respected and seen.

My emotional armor is probably distractedness. I have so much to do both at work and with my family that I don't give the attention to each student that I wish I could. But I keep trying.

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When I enter a conversation about racial equity, I feel like I should be quiet and listen. It is important for me to ensure my students feel a sense of belonging in my online course. One way I do this in my face-to-face classes is immediately learn their names. My emotional armor is acceptance (seeks to be liked) and it may prevent me from being a warm demander. C. Decker

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When I enter a conversation about racial equity, I feel like I should be quiet and listen. It is important for me to ensure my students feel a sense of belonging in my online course. One way I do this in my face-to-face classes is immediately learn their names. My emotional armor is acceptance (seeks to be liked) and it may prevent me from being a warm demander. C. Decker

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    When I enter a conversation about racial equity, I feel __cautious____.    It is important for me to ensure my students feel _empowered___ in my online course. . One way I could do this in my online classes is to  __video!!_____.    My emotional armor looks like _indecision______ and it may prevent me from __moving forward______.

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    When I enter a conversation about racial equity, I feel __cautious____.    It is important for me to ensure my students feel _empowered___ in my online course. . One way I could do this in my online classes is to  __video!!_____.    My emotional armor looks like _indecision______ and it may prevent me from __moving forward______.

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C. Brooks

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Thank you for a great entry back to the semester. I taught online prior to Covid. I did, and now even more, wonder if online narrows or broadens a diversity gap. It is a topic I will continue to explore. I am also going to confront my fear of video and use it this semester!!

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https://youtu.be/obt2zZCUCVo

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When I enter a conversation about racial equity, I feel like it is something we shouldn’t even be talking about because it should innately be the case that we treat each other with respect for each other as human beings. I have to admit that I fear a lot more these days because I am not white.	
It is important for me to ensure my students feel non-threatened in my online course. One way I do this in my face-to-face classes is to learn the students’ names and call their names when I want to hear from them, and make sure that we have small social conversations at the beginning of each class. One way I could do this in my online classes is to be in class early (Zoom) and chit-chat before the class. The more people share their stories, the more non-threatening our classroom environment becomes.	My emotional armor looks like the edge of a ledge and it may prevent me from being warmer and more open to my students.

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When I enter a conversation about racial equity, I feel curious.

It is important for me to ensure my students feel safely playful in my online course. One way I do this in my face-to-face classes is opening with ice-breakers that relate to the lecture topic. One way I could do this in my online classes is to do the ice-breaker with a friend/family member and post that person's response .

My emotional armor looks like despair and it may prevent me from having hope in humanity.

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When I enter a conversation about racial equity, I feel humbled.

It is important for me to ensure my students feel present in my online course.  One way I do this in my face-to-face classes is to engage with each student.  One way I could do this in my online classes is to have one-on-one zoom conversations.

My emotional armor looks like I know everything and it may prevent me from learning when I realize I know nothing.

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When I enter a conversation about racial equity, I listen to learn what is being said so that I may make changes.

It is important for me to ensure my students feel seen and heard in my online course. One way I do this in my face-to-face classes is make sure to interact with each student and make eye contact with them so they know that I see them and that I hear them. One way I could do this in my online classes is to:  I make a welcome video in the discussion section introducing myself personally and professionally. I then will then ask each student to introduce themselves. I then comment on each post in the discussion and welcome them to the class.

My emotional armor looks like perfectionism and it may prevent me from being real and honest with my students about my own inexperience. Last January was my first-time teaching at a college and I did not want to make a mistake or appear inexperienced. They saw through me.  Luckily, I realized this quickly and figured out how to drop the armor.

Reflections on the first day: I am excited to make the new getting to know me video with new language learned from day 1 in this course. There was so much food for thought that I am still processing everything, but I gave myself a haircut using my sewing scissors and a compact mirror which is all that I have at home. I’m hoping they won’t notice that my hair is a bit crooked. I’m ready for that video now!

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1. When I enter a conversation about racial equity, I stop and reflect on my own feelings, how I would feel being trapped or singled out by characteristics that are out of my control.

2. It is important for me to ensure my students feel comfortable, supported, and not singled out. I want them to be in a safe space where they are free to be themselves and not feel trapped by preconceived notions and labels  _________ in my online course. One way I do this in my face-to-face classes is  to greet each student with a smile as they walk in the door. Whatever challenges I may or may not be facing personally. They are left outside the door. I want my students to feel as if the class is not complete until they walk in. ________. One way I could do this in my online classes is to  make a point of addressing them directly, with a question about how their day is going, or a shout out acknowledging a milestone._____________.

My emotional armor looks like over organization____________ and it may prevent me from being open to not being perfect and focused on process __________________.

3. Reflections: I don't have to be perfect, I just have to be present. Which is good to hear as I am a person that values my personal connections and thrive in an environment of collaboration.

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When I enter a conversation about racial equity, I feel many things, both energized and tired, inspired, frustrated, angry, humbled and embarrassed. I have recently come to examine new and different ways I am privileged. I am inspired by my students willing to engage; we are frustrated and angered by those unwilling to admit their privilege. 

It is important for me to ensure my students feel welcomed in my online course. One way I do this in my face-to-face classes is learn the students’ names. One way I could do this in my online classes is to encourage office hours and a “meet and greet” Zoom session in a strictly online offering.

My emotional armor looks like perfectionism and it may prevented me from posting imperfect videos.

What I loved is the language and questions in your “get to know you survey” that made it more personal. I have a questionnaire I ask students to complete, but it was much more formal. Adding the question on how they feel about the taking the class really will help me understand their needs.

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When I enter a conversation about racial equity, I feel many things, both energized and tired, inspired, frustrated, angry, humbled and embarrassed. I have recently come to examine new and different ways I am privileged. I am inspired by my students willing to engage; we are frustrated and angered by those unwilling to admit their privilege. 

It is important for me to ensure my students feel welcomed in my online course. One way I do this in my face-to-face classes is learn the students’ names. One way I could do this in my online classes is to encourage office hours and a “meet and greet” Zoom session in a strictly online offering.
My emotional armor looks like perfectionism and it may prevented me from posting imperfect videos.

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After critically reflecting on today’s live sessions, complete the sentences below:

When I enter a conversation about racial equity, I feel curious and empathetic.

It is important for me to ensure my students feel safe, protected and trusted in my online course like in their safe family. One way I do this in my face-to-face classes is being there and available. One way I could do this in my online classes is to make my presence visible.

My emotional armor looks like a smiling smiley and it may prevent me from showing my frustrations at times. I can be vulnerable but not frustrated in front of my kids or students.

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It is important for me to ensure my students feel _________ in my online course. One way I do this in my face-to-face classes is ________. One way I could do this in my online classes is to  _____________.
My emotional armor looks like ____________ and it may prevent me from __________________.

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When I enter a conversation about racial equity, I feel _____________.

It is important for me to ensure my students feel _________ in my online course. One way I do this in my face-to-face classes is ________. One way I could do this in my online classes is to  _____________.

My emotional armor looks like ____________ and it may prevent me from __________________.

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I appreciate the insights of meeting students with additional flexibility during this time. I taught two courses online this summer, and there was a remarkable difference in the needs of the students. I had almost no questions about my topic. Instead, it was far more important for me to listen, to support, to be resourceful and creative, and to be far more flexible. I had to be very creative with connecting with students. I think the learning was far beyond the content. I modeled being human in a challenging time.

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1. When I enter a conversation about racial equity, I feel passionate.

2. It is important for me to ensure my students feel connected in my online course. One way I do this in my face-to-face classes is engaging students. One way I could do this in my online classes is to  make personal connections in order to engage students.

3. I'm still not sure about my reflection on my emotional armor.

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I continue to be humbled by the complexity of online education. As we continue to work to provide the human element in an effort to connect with our students, there is always something to be learned. We often have to become comfortable with our insecurities and imperfections to embrace the true element of being human. With each passing class, semester, and year, new elements can be added. Adding voice and video feedback will be my new goal for the year. The more we practice, the better we get.

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I continue to be humbled by the complexity of online education. As we continue to work to provide the human element in an effort to connect with our students, there is always something to be learned. We often have to become comfortable with our insecurities and imperfections to embrace the true element of being human. With each passing class, semester, and year new elements can be added. Adding voice and video feedback will be my new goal for the year. The more we practice, the better we get.

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This will be my first semester teaching fully online, and all of my materials and communications felt very "official"...  After the first day of Humanizing sessions, I realized that it's ok (and preferred!) to let my personality show.  This feels more like "me."  Thank you, Michelle!

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* When I enter a conversation about racial equity, I feel interested and engaged because I am in the process of unlearning my white supremacy and fragility.
* It is important for me to ensure my students feel a part of a community and that they can succeed in my online course as much as in my face-to-face classes - if not more. One way I do this in my face-to-face classes is to build community starting on Day 1 and not stopping until, the last class. I am careful to read the pulse of the students on any given day and am willing to adjust if something is not working. One way I could do this in my online classes is to conduct pre-class check-ins and by “gamefying” the Zoom experience.
* My emotional armor looks like Ferdinand sitting under his tree, in that I am a dreaming introvert comfortable in her own space, and that makes it more difficult to expand my social interactions.

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When I enter a conversation about racial equity, I feel both drained and empowered.

It is important for me to ensure my students feel supported in their learning and comfortable with sharing in my online course. One way I do this in my face-to-face classes is ice breakers like career bingo and a getting to know you survey. One way I could do this in my online classes is to  provide an online version of that in a chat room assignment and/or DQ discussion question.

My emotional armor looks like a road block and it may prevent me from providing students that extra time and support.

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Why in my professional setting do I often feel I drew the short end of the stick?

One of the layers in unpacking my emotional armor is the unconscious habit I've acquired of comparing myself to other teachers (their speaking and writing skills, technology skills, empathy, cognitive abilities...).

If I examine skilled teachers and learn from them, that is helpful.

I can I admire their talents and skills recognizing that their students are benefiting from their expertise, without negative comparisons to myself, for the pure enjoyment of celebrating their abilities.  Similarly, I would look at and admire a talented performance of an athlete, a dancer, an artist.

So, instead of believing the lies that I inadvertently tell myself about needing to be perfect, that I'm not capable enough, or that I need to be great like Teacher X, Y, or Z is, I will believe the TRUTH that we are ALL respectfully and wonderfully created.

I will remind myself that our worth is not connected to our skills or performance in the classroom.

Action Plan: I will work to sharpen my skills especially in areas that are weaker, while also reminding myself that my self-esteem and worth is separate from what I can do.  As I learn this lesson for myself, I hope to also somehow encourage students who may struggle with similar lies.

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1. Tips on assessments were helpful
2. Information about Audio feedback in gradebook
3. Learned about many tech tools for online teaching
4. Informative experiences by Gayathri, Dayamudra & Michelle

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1.  After critically reflecting on today’s live sessions, complete the sentences below:

2  When I enter a conversation about racial equity, I feel a little embarrassed.

3  It is important for me to ensure my students feel supportive and inspired in my online course. One way I do this in my face-to-face classes is to create connections by starting an icebreaker discussion. One way I could do this in my online classes is to create a discussion showing a reflecting video.

4  My emotional armor looks like strong because I am open to do many things  and it may prevent me from the real because I am so perfectionist and I make errors.

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Demystifying 'online' - my takeaway is that online teaching is more intuitive than I thought.  I tend to be a nurturing individual and was concerned with the lack of contact. Now i know that we can be and indeed should be more connected.  I also am relieved that many concerns are common to many of the participants. I teach economics and with COVID suddenly needed to be able to teach graphing complex functions without my whiteboards and colored markers - i panicked because the technology learning curve was steep for me. I ended up creating videos every night in the one of my bathrooms that became a makeshift studio. I even put a sign SV223 which is my classroom on campus . I am slowly becoming more confident.My students were amazing and we had a great experience supporting each other. I was frank about my challenges. Thank you for sharing such valuable insights today. Both sessions were great.
1. When I enter a conversation about racial equity , i tend to do more listening than talking.
2. It is important for me to feel that my students look at an economic problem like a detective looks for clues - my assessments have them look at real life scenarios
3.My emotional armor looks like perfectionism and sometimes i try to reinvent the wheel .

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When I enter a conversation about racial equity, I feel spent.

It is important for me to ensure my students feel safe in my online course. One way I do this in my face-to-face classes is by taking time out to talk to my class when someone says something that might be taken offensively. One way I could do this in my online classes is by closely monitoring discussion posts and providing guidance.

My emotional armor looks like self-righteousness and it may prevent me from giving my students grace.

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Thank you for sharing your work with us. You've modeled how to be open and vulnerable and welcoming and collaborative.  When I think about racial equity, I think about a world where my privileges don't exist anymore.  I don't want to use them - I want to dissolve them.  I want my students to feel empowered and confident that their perspectives and experiences are important and valued.  My takeaways are to strive to be less critical of myself and to be willing to be vulnerable.

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1. When I enter a conversation about racial equity, I feel like sharing all that I've been learning, but wait to listen first and reflect before thoughtfully engaging.

2. It is important for me to ensure my students feel SAFE and WELCOME in my online course. One way I do this in my face-to-face classes is SMILING. One way I could do this in my online classes is to  SMILING (in videos) and USING EMOTICONS (in text).

3. My emotional armor looks like PRIDE IN SWEAT EQUITY AND WILLINGNESS TO PERSEVERE and it may prevent me from CONNECTING WITH STUDENTS WHO SEEM UNWILLING TO "DO THE WORK".

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Takeaways:
* proactive outreach
* validation theory
*liquid syllabus
* wisdom wall
* inspiration for big and small ways to change my online classes for the better

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When I enter a conversation about racial equity, I feel many things, both energized and tired, inspired, frustrated, angry, humbled and embarrassed. I have recently come to examine new and different ways I am privileged. I am inspired by my students who engage as activists; and we are frustrated by those currently visible through the media on a daily basis unwilling to examine their privilege.

It is important for me to ensure my students feel welcomed in my online course. One way I do this in my face-to-face classes is learn the students’ names. One way I could do this in my online classes is to encourage office hours and a “meet and greet” Zoom session in a strictly online offering.

My emotional armor looks like perfectionism and it has prevented me from posting imperfect videos.

What I loved is the language and questions in your “get to know you survey” that made it more personal. I have a questionnaire I ask students to complete, but it was much more formal. Adding the question on how they feel about the taking the class really will help me understand their needs.

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When I enter a conversation about racial equity, I feel nervous.

It is important for me to ensure my students feel connected in my online
course. One way I do this in my face-to-face classes is to foster conversations about their goals and hopes. One way I could do this in my online classes is to facilitate a discussion about their goals, hopes and background (what brought them to the class).

My emotional armor looks like "intimidated in front of big groups of unfamiliar people" and it may prevent me from
"being myself" in at the beginning of the semester

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When I enter a conversation about racial equity, I feel nervous at times to begin the conversation.

It is important for me to ensure my students feel safe to communicate their struggles in my online course. One way I do this in my face-to-face classes is talk to them one on one or email the student and ask them to come to my office hours. One way I could do this in my online classes is to is to use the chat function on Zoom or set up a one on one Zoom meeting with the student.

My emotional armor looks like overthinking and trying to perfect everything and it may prevent me from being able to be there to help/support my students.

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1. After critically reflecting on today’s live sessions, complete the sentences below:

When I enter a conversation about racial equity, I feel _somewhat apprehensive though also excited to be vulnerable and to learn something about myself...ANd maybe to make deeper connections with other people.____________.

It is important for me to ensure my students feel __supported_______ in my online course. One way I do this in my face-to-face classes is ___to create a safe environment_____. One way I could do this in my online classes is to  _be engaging, vulnerable and to use more videos.___________.

My emotional armor looks like ____perfectionism________ and it may prevent me from ___being vulnerable_and therefore less humanizing.____________.

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When I enter a conversation about racial equity, I feel like I shouldn't participate. I am a white, heterosexual, cisgender female who has had many opportunities and a really good education. I feel like I should stay quiet and listen to other people because they know before than I do. It is important for me to ensure my students feel respected, safe, and comfortable in any of my courses. One way I do this in my F2F class is an Icebreaker Bingo done on the first day. They fill it out, they go around and try to find someone with a similar answer, and fill up all the boxes. I introduce myself to the class, and then they introduce themselves to me. We keep the Bingo because we'll be referring to it over the next couple weeks. One way I could do this is by turning the Bingo into a discussion/assignment. So, they get points for doing it, but then they also have to comment on other students' Bingos. My emotional armor looks like perfectionism and silence. It may prevent me from joining in conversations with my colleagues. It may subconsciously cause me to expect more than what is fair of my students (though I really hope not).
The Felman quote is excellent and so true. If I ask my students to share stories or personal opinions, I'll share too so it's not just one-sided.
I am always concerned with making meaningful relationships with my online students but then also have my students have meaningful interactions with each other. I want to be a warm demander.

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I had signed up for this thinking it would be about discussion threads and things I have been bombarded with before, but this truly was a wonderful first day. I heard new ideas, and some old ones, but what stuck to me was remembering that it's ok; in this, I mean that every one of us is feeling the stress and the loss of connection, and that as much as it is about the students, it is about the teachers as well. Helping our students connect keeps us connected; I think this was part of my worry with online teaching. So, for my reflection: When I enter a conversation about racial equality, I feel lost. As others on here have mentioned, it is that question of 'what do I know?' or 'how can I help when the issue is so big'. It is important for me to ensure that my students feel supported. Right now, my emotional armor is perfectionist, which has been hindered in this online format because I think I have to have it all figured out before anyone can see my Canvas page; I know that isn't true, so the reminder from the second session today that it is ok to be human and make mistakes really helped relieve some of my stress levels. Thank you.

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Today's session reminded me that we are all beginners and the grace I wish to recieve should be given, up front with no hesitation. I did 5 faculty training classes this summer and was reminded that humanizing is a skill that must be modeled. I've been teaching online since 2006 and it's when I recall the initial frozen deer-in-the-headlights of beginning that I become a more emphatic person/teacher/leader. It's particularly timely as I am building a new course for the first time in many years. I'm excited to start from scratch and encorporate the best practices for my students.

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I feel better informed about racial equity issues now than I did when I taught online in Summer 18. It is important for me to ensure my students feel supported in my online course. One way I do this in my face-to-face classes is go around the class and get to know my students. In the future, using what I'm learning in these sessions, I understand better what is needed get to know my students. My emotional armor stems from inexperience and it may prevent me from testing my growing knowledge on to reach and nurture our students.

Adina Lerner

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When I enter a conversation about racial equity, I feel a little embarrassed. Kind of like, what do I really know about this? Seems like I should be listening instead of speaking.

It is important for me to ensure my students feel valued and safe. Like they belong in my online course. One way I do this in my face-to-face classes is by making sure I speak directly to each student and welcome him or her to our class. One way I could do this in my online classes is to offer “humanizing” Zoom sessions during the first week just to chat with each other?

My emotional armor looks like striving for perfection, and it may prevent me from developing the strong, supportive relationships that my students really need from me.

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When I enter a conversation about Racial Equity I feel like I can always learn more. For instance as a Chef Instructor who loves food I made the false assumption in previous semesters that my students from different countries would welcome being considered an expert on the cuisine of their country, which is not necessarily true. As a white American I was assuming they would represent their entire ethnicity.
It is important for me to ensure my students feel welcomed in my Online course. One way I do this in my face-to-face classes is to have a lot of student participation on the first day of class. Greeting the students with energy, Syllabus Scavenger Hunt, Co-creating classroom norms, asking for their definitions of the terminology. Ways to achieve this in my on-line course would be to create a video introducing myself and welcoming them to the course, create an on-line version of the scavenger hunt, and encourage them to use voice and video more instead of just text in discussion forums. We will have a first day synchronous Zoom session so I can use breakout rooms, the chat function, shared screen and polls to create more interactivity.

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This was a great session that made me step back from the content and designing of my courses and pay attention to the students. At first mention Michelle brought up how students learn, not by only thinking and understanding but by feeling and sensing too. I have received a couple emotional texts from my students that tell me why they can't learn right now. The main reason is that they don't feel safe and secure in these times. I can't fix that but I can be a supportive teacher and let them know I care about them and tell them of the resources that are out there.

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Unpack Your Emotional Armor

After critically reflecting on today’s live sessions, complete the sentences below:

When I enter a conversation about racial equity, I feel hesitant.

It is important for me to ensure my students feel welcome and included in my online course. One way I do this in my face-to-face classes is with introductory icebreaker discussions. One way I could do this in my online classes is to use the discussion board to do video discussion icebreakers.

My emotional armor looks like a perfectionist and it may prevent me from being creative.

My take away for today was to focus on being more human and less perfect in the creation of my video content. I am pleased to say that much of what I already do in my online classes is high touch with my students and I am looking forward to learn more.

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Luis Lara.                              When entering the conversation about racial equity as a Latino, I feel glad we are having these conversations. However, I also feel as an instructor a weight of responsibility to have all and/or the correct answers. 

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Luis Lara.                              When entering the conversation about racial equity as a Latino, I feel glad we are having these conversations. However, I also feel as an instructor a weight of responsibility to have all and/or the correct answers. 

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It is important for me to ensure my students feel welcomed in my online course. On the F2F modality I would welcome my students with music and would present myself in a way that they could relate. A way I can achieve this on an online class is by uploading a video introduction of myself in the first week of class. I really liked the liquid syllabus idea from Michelle.
I have never thought of myself as a perfectionist by all means. As I reflect on our emotional armor and what it is that is holding me back from creating all this online projects, (instructional videos, intro-videos, etc.) I have found my self terrified at the sound of my voice. This has seeped me from moving forward with the projects.

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When I enter a conversation about racial equity, I feel a lot of pressure (that I put on myself) to have the correct information and also not to offend anyone

It is important for me to ensure my students feel safe and noticed in my online course. One way I do this in my face-to-face classes is that I learn their names quickly and I recognize and address them by name in class. One way I could do this in my online classes is to send more individual, personal messages.

My emotional armor looks like... years and years of socialization to present a non-emotional demeanor and not get too personal with students based on my professional role. It prevents me daily from delving into conversations that ask students to share vulnerable information with me. I am working on this always to be more approachable.

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When i enter a conversation about racial  equity, I feel ready to hear what others have to say. 

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When i enter a conversation about racial  equity, I feel ready to hear what others have to say. 

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My emotional armor looks like having all the answers and it prevents me from learning from others, including my students.

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My emotional armor looks like having all the answers and it prevents me from learning from others, including my students.

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When I enter into a conversation about racial equity, I feel uncomfortable. It is important for me to ensure my students feel comfortable in my online courses. I do this in my face to face classes by listening and showing sensitivity to student responses. One way I can do this in my on-line classes is to respond to students' responses in audibly and in written form.
My emotional armor looks like a door with a broken hinge and it may prevent me from reaching a student.
Thank you Michelle for the great sessions. I've always wondered about leaving verbal feedback on papers. Well, today, I am considering it.

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Thank you Michelle for the two presentation. It made me stop, think and review how I interact with my students and co-workers. There were some good ideas. I will be sharing them our next division meeting.

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When I enter a conversation about racial equity, I feel cautious .

It is important for me to ensure my students feel comfortable and secure and  in my online course. One way I do this in my face-to-face classes is showing my confidence with controlling  the facial expressions. One way I could do this in my online classes is to communicate with students in many different ways.

My emotional armor looks like a huge barrier and it may prevent me from knowing learners truly.

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Carlos-Manuel Chavarria I appreciate the conversations we had today. Michelle's presentation on "The Anatomy of Learning" was very exciting to hear and learn from. The session on the "Emotional Armor" was insightful and helped me centered myself in order to learn how to let go and be opened and embracing. I love quiz to ask students questions in order to learn about them and hear them as students.    

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Carlos-Manuel Chavarria I appreciate the conversations we had today. Michelle's presentation on "The Anatomy of Learning" was very exciting to hear and learn from. The session on the "Emotional Armor" was insightful and helped me centered myself in order to learn how to let go and be opened and embracing. I love quiz to ask students questions in order to learn about them and hear them as students.    

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Heather Jellison San Jose City College: I use humor and my experiences studying overseas in my face-to-face classes. I think I will have to get over my discomfort of videos and use them for remote learning or online classes.  The notes column in the grade book and the "message students who" features will be useful tools. My emotional armor is avoidance and self criticism. In racial equity discussions, I feel my first goal is to listen and my challenge is to not be complicit as well as to weave the issues into my ESL assignments or activities.

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When I enter a conversation about racial equity, I quiet myself and prepare to listen intently. Each person has his/her own story and it is important to them to be heard. I do this in class and online by being myself. I try to exhibit the respect and care I hold for every person I come in contact with. I try to teach about perspectives and how they become one's reality. To change the reality one needs to change their perspective. We do this through learning.It is not important that someone is right or wrong. It is important that they be open to the possibility to be right or wrong. Life is a process.

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When I enter a conversation about racial equity, I feel honored to engage and to listen to hear other’s perspectives.  It is important for me to ensure my students feel cared about in my online course. One way I do this in my face-to-face classes is getting to know all of their names. One way I could do this in my online classes is to get to know a little bit about them and put that in Canvas gradebook so I can refer to that when grading.

My emotional armor is pretty open right now as I have been doing some work on myself but at times, I armor up and that is when I get into trouble.  I have a note on my computer to remind me that when I feel agitated that means my ego is getting in the way and I need to remember to pause - postpone action until serenity emerges. I remember to pause and use spiritual energy rather than my human energy which can reactionary. I want to be kind, compassionate and loving in my interactions with my students and others.

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Focused and candid details as to how to move forward within this presentation and dialogue.. Hoping for the human touch interface with On-line learning.

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When I enter a conversation about racial equity, I feel I need to listen carefully.
It is important to me that my students feel motivated and inspired, so I share personal stories about an image I show, or an experience that changed me. I have learned to begin to tear down my emotional armor in online teaching. It seemed easier F2F.

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When I enter a conversation about racial equity, I feel confident and understanding.

It is important for me to ensure my students feel welcome and comfortable in my online course.

One way I do this in my face-to-face classes is telling them jokes or stories about the class or my life.

One way I could do this in my online classes is to  sharing stories and jokes by videos or zoom meetings.

My emotional armor looks like insecurity and it may prevent me from try new ways or experiment new techniques.

Thank you and stay safe,
Jorge Perez

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I care about my students and I am highly motivated to learn as much as I can to connect with and help them.  I can't wait to for the next two sessions!

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I appreciated learning to REALLY ask how our students are doing.  It reminded me how every first day of Graduate School, I felt incompetent and told myself that I was in over my head.  Luckily, experience told me to ignore the negative thought distortions. I need to remember those feelings and recognize that some of my students may be experiencing the same thing.

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I appreciated learning to REALLY ask how our students are doing.  It reminded me how every first day of Graduate School, I felt incompetent and told myself that I was in over my head.  Luckily, experience told me to ignore the negative thought distortions. I need to remember those feelings and recognize that some of my students may be experiencing the same thing.

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When I enter a conversation about racial equity I feel cautious. its important to build trust with students or colleagues. I am curious many of the tools that you referred to ie; Padlet, Spark and Flip grid. I am so new to this modality of teaching and learning. Thank you I appreciate you sharing your experience.

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In the art of teaching is woven a dual thread of transparency and passion. Within these moderators, I noted the direct link toward engagement between the instructor and student. A definite possibility that can be sharpened with time and experience.

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When I enter a conversation about racial equity, I feel empowered.
It is important for me to ensure my students feel comfortable in my online course. One way I do this in my face-to-face classes is taking 5-10 minutes of class acknowledging their day to day struggles and looking for resources to overcome those struggles. One way I could do this in my online classes is to  check in on a regular basis, or use the QA Discussions as an outlet for students to check in on a weekly basis.
My emotional armor looks like open arms and it may prevent me from being a robot to my students.
Valentin Garcia

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When I enter a conversation about racial equity, I feel unequipped.  It is important for me to ensure my students feel safe and comfortable in my online course.  One way I do this in my face-to-face classes is to have students write norms on Post-Its (anonymously) and put them on an easel tablet.  I transcribe these to a poster-sized Norms poster and tape it to the wall of the classroom.  One way I could do this in my online classes is to use a Google doc to get students to contribute to the list of norms.

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When I enter a conversation about racial equity, I feel unequipped.  It is important for me to ensure my students feel safe and comfortable in my online course.  One way I do this in my face-to-face classes is to have students write norms on Post-Its (anonymously) and put them on an easel tablet.  I transcribe these to a poster-sized Norms poster and tape it to the wall of the classroom.  One way I could do this in my online classes is to use a Google doc to get students to contribute to the list of norms.

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My emotional armor looks like "all of the above." I am not very in touch with my own emotions so I have a hard time being empathetic. I am learning from all of you - thank you!

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The notes column function was something I didn't know about that will be really helpful. I'm great with faces but terrible with names. I check in with my online students all the time, but it is sometimes difficult for me to remember who just had twins, whose dad died from COVID, who is trying to dig out of a major depressive episode, who is working overtime in eldercare, etc., etc., etc., etc. All those situations get the same amount of flexibility from me (which is the same as for students I don't hear from--knowing to ask for leniency doesn't get rewarded in my classes, because the most disadvantaged students don't know to ask). So having this information nicely organized and at my fingertips doesn't change my mechanics. But being able to easily access that information to start a check-in email about coursework with a check-in about the appropriate personal topic will at least make them feel cared for.

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"Online” is not the problem. Lack of human connection is a barrier that exacerbates equity gaps in online courses"

This was a really helpful and powerful quote shared today which served as a great reminder and shift in perspective for me. I am inspired to ensure that my courses are as equitable as possible for all my students. I plan to do this by creating a liquid syllabus and providing audio/video feedback throughout my course.

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It think it's important to be flexible about due dates and deadlines, but also to remember that students need to learn accountability as preparation for work in the "real world."

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When I enter a conversation about racial equity, I feel ready to learn and as Brene Brown says, "I am not here to be right, I am here to get it right."

It is important for me to ensure my students feel that they belong in my online course. One way I do this in my face-to-face classes is to create connections from day one through community building assignments which include videos and sharing as a class and one on one with me.

I look forward to the next two days. This has already been helpful. Glad to know that surveys can help students feel supported. I always worried that they were annoying to have to complete since students don't always do them.

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I really learned that I want to be as visible as possible in my online courses with a liquid syllabus. I will use more videos on my Canvas course sites. I've taught multiple onlnOne way I could do this in my online classes is to be as visable as possible..

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I actually read one of Michelle's articles before the session and I was already in love with all of the content and I love it even more after the live session. I've been teaching online for almost 3 years and I can't wait to implement the humanizing experience from a programmatic standpoint.

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Unpack Your Emotional Armor

1. When I enter a conversation about racial equity, I feel a bit on edge. I don't want to hurt anyone's feelings for what I might say. I am on guard.

2. It is important for me to ensure my students feel safe in my online course. One way I do this in my face-to-face classes is greet everyone and say their name. One way I could do this in my online classes is to say their name and recognize them.

3. My emotional armor looks like I am strong and it may prevent me from real.

The take aways I have learned from these 2 workshops, is be mindful of students as well as myself. I have been doing online since April, learning fast, and I appreciate everyone's feelings. It is great to know that I am not alone. There are so many great resources out there for us!

I can always relax at the end of the day , looking out our backyard. Blessings abound indeed.

ThankYou!

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Learning online is catalyzed by a caring human presence and interactions.

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One thing I've learned at the ground level is how important empathy and active listening are when I am in conversation with my students. Recognize that we are all stressed by the pandemic, and we are still human beings trying to make the best life for ourselves. Thanks for the tips on using the To-Do list and the Calendar. Both are helpful!

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One thing I've learned at the ground level is how important empathy and active listening are when I am in conversation with my students. Recognize that we are all stressed by the pandemic, and we are still human beings trying to make the best life for ourselves. Thanks for the tips on using the To-Do list and the Calendar. Both are helpful!

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In ever so striving to be present, aware, and emphatic ... this quote is motivating me

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In ever so striving to be present, aware, and emphatic ... this quote is motivating me

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I was worried about how to connect with students online. I do this in F2F class by having students present about themselves. Now I know I can do this online but use more meaningful prompts. Thank you!

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I am going to post a video on the course's opening welcome page and place a friendly welcome message at the top of my syllabus, helping to humanize the two primary ways students are introduced to my course...

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I am going to post a video on the course's opening welcome page and place a friendly welcome message at the top of my syllabus, helping to humanize the two primary ways students are introduced to my course...

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Empathy is so important, and it's such an easy thing to do. In Canvas I use the Student View *before* I publish a course and click on every link to see if they can complete meaningful activity when the course is published.

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Engagement is the business we are involved with as educators, it is important to keep in mind learning is about connection, so tools that may reach just one of our students is worth exploring

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I realized from this activity how something as simple as a survey can help a student to feel supported. The questions were so simple and thoughtful, yet I find that a few of those questions I never directly ask my students.