As the fall semester approaches, many teachers are banging their heads as they struggle with the complicated transition to online learning. I myself have been preparing to teach an introductory computer science course this fall as a student instructor. This has led to various discussions with professors, students, and other teachers on how to best transition online. Based on these conversations, I have developed a list of guidelines for teachers this fall. Of course, this is only a small subset of the amazing ideas and techniques that educators can adopt to improve the online teaching experience, but it is a start. It is my hope that they maximize student learning without sacrificing the well-being of teachers.

随着秋季学期的临近，许多老师在为复杂的在线学习过渡而奋斗的过程中动弹不得。 我本人已经准备在今年秋天担任学生讲师讲授计算机科学入门课程。 这导致与教授，学生和其他老师就如何最佳地在线过渡进行了各种讨论。 基于这些对话，我为今年秋天的教师制定了一系列指导方针。 当然，这只是教育工作者可以用来改善在线教学体验的奇妙想法和技术的一小部分，但这只是一个开始。 我希望他们能够在不牺牲教师福祉的前提下最大限度地提高学生的学习水平。

1. 实施翻转课堂 (1. Implement a Flipped Classroom)

Keeping up with the pace of the teacher is often the most difficult task for students. We’re all familiar with the image of a frazzled student frantically copying down notes as the slide inevitably changes too quickly. Even before classes went online, this was an issue. It is now arguably worse, since multiple distractions (social media, text messages, etc.) combined with internet connectivity issues often make for a less-than-stellar learning experience. It is easy to miss a crucial 30 seconds, which then leads to confusion for the rest of the lecture.

跟上教师的步伐往往是学生最困难的任务。 我们都熟悉一个生气的学生的形象，疯狂地抄写笔记，因为幻灯片不可避免地变化得太快。 甚至在课程上线之前，这就是一个问题。 现在可以说更糟了，因为多种干扰(社交媒体，文本消息等)加上互联网连接问题常常导致学习体验不如星空。 很容易错过关键的30秒，然后在剩下的演讲中引起混乱。

Enter the concept of a flipped classroom. Some of you may be familiar with the idea already. The gist of it is pretty straightforward: record your lectures/videos/lessons (i.e. whatever you would normally teach in class) and send it to your students ahead of time. Then, during actual class time, have a guided discussion. Since students will already have seen the material, they can ask questions and clarify any confusions.

输入翻转教室的概念。 你们中有些人可能已经很熟悉这个想法。 要点很简单：记录您的讲座/视频/课程(即您通常在课堂上教的内容)，并提前发送给您的学生。 然后，在实际的上课时间里，进行有指导的讨论。 由于学生已经看过材料，因此他们可以提出问题并澄清任何困惑。

Critics of the flipped classroom have argued that it places far too much accountability on students, and that it is wishful thinking to assume that students will put in the necessary preparation before class. This is a fair argument in traditional teaching environments. However, with most teaching happening online anyways, there is no way to guarantee students aren’t simply logging into class and then muting the lecture anyway. As sad as it is, the students who normally would not prepare for a flipped classroom are the same ones who aren’t paying attention in online lectures. This problem requires teachers to think of other solutions; the flipped classroom is not the culprit here. The new online mode of teaching has effectively eliminated the primary disadvantage of flipped classrooms, leaving only improvements to be gained by adopting them.

倒转课堂的批评者认为，这给学生带来了太多的责任感，希望学生在上课前做好必要的准备，这是一厢情愿的想法。 在传统的教学环境中，这是一个公平的论点。 但是，无论如何大多数教学都是在线进行的，所以无法保证学生不会简单地登录课堂然后再静静地讲课。 令人悲伤的是，通常不会为翻转教室做准备的学生与不在网上讲课的学生一样。 这个问题需要教师考虑其他解决方案。 翻转的教室不是这里的罪魁祸首。 新的在线教学模式有效地消除了翻转教室的主要弊端，仅采用它们就可以改善。

The greatest advantage of a flipped classroom is that both you and your students can delve into the material deeply. It removes the need for the common classroom phrase “We don’t have time to cover that.” All the required material is sent out prior to class, so you are free to indulge students’ random questions and tangents during class — provided they are related to the material, of course.

翻转教室的最大好处是您和您的学生都可以深入研究材料。 它消除了对教室通用短语“我们没有时间来解决这个问题”的需要。 所有必需的材料都在上课前发出，因此您可以自由地上课时随意听取学生的随机问题和切线-当然，只要它们与该材料相关即可。

2.改变考试以促进成长心态 (2. Change exams to promote a growth mindset)

Most teachers are introduced to Stanford Psychology Professor Carol Dweck’s growth mindset research at some point during their educational training. It is a forever-evolving concept, but its essence never changes: rather than teaching students that “smartness” is a fixed, innate trait (often called a fixed mindset), teachers should focus on the individual capacity for growth each student possesses. Make it about the journey and not the destination.

在教育培训的某个时候，大多数老师都会向斯坦福大学心理学教授Carol Dweck的成长心态研究进行介绍。 这是一个永远发展的概念，但其本质从未改变：教师不应该教导学生“聪明”是一种固定的先天性(通常被称为固定的心态)，而是应该关注每个学生拥有的个人成长能力。 与旅程而不是目的地有关。

The growth mindset’s greatest enemy is one that has comfortably established itself in most classrooms: the exam. Exams inherently hold all students to the same standard — same questions, same time limits, same material — even though all students cannot demonstrate their learning via the same outlet. A confident test-taker with a solid memory will almost always outperform a deep thinker who suffers from anxiety and insomnia. Don’t get me wrong — exams can still be used in conjunction with a growth mindset. A preset standard isn’t terrible as long as students are given multiple chances to demonstrate mastery and their individual accomplishments are acknowledged. Unfortunately, this is not generally the case. Despite this, most teachers settle for traditional exams, arguing that it’s easier that way.

成长心态的最大敌人是在大多数教室中都能轻松建立自己的人：考试。 考试固有地使所有学生都遵循相同的标准-相同的问题，相同的时限，相同的材料-即使所有学生都无法通过同一渠道证明自己的学习。 一个有扎实记忆力的自信考生几乎总是胜过患有焦虑和失眠症的思想家。 不要误会我的意思-考试仍然可以与成长心态结合使用。 只要给学生多次机会展示精通和认可自己的成就，预设标准就不会很糟糕。 不幸的是，通常情况并非如此。 尽管如此，大多数老师还是接受了传统考试，认为这样做更容易。

Until now. Attempting to give traditional exams via online methods is often disastrous, resulting in rampant cheating and dishonesty. Many classes have adopted online proctoring to combat this, but at its core this method is still teacher-centric. It tries to maintain exam administration in a format that is comfortable for teachers, even if it may not be ideal for students.

到现在。 尝试通过在线方法进行传统考试通常是灾难性的，导致猖ramp的作弊和不诚实行为。 许多班级都采用在线督导来解决这一问题，但从本质上讲，这种方法仍以教师为中心。 它试图以一种适合教师的格式来维持考试管理，即使对于学生而言可能不是理想的选择。

Timed online exams can often be stressful, which is what drives people to cheat in the first place. Since physical tests are off the table regardless, now is the perfect time to try out different assessment types. Most often this translates to an exam which encourages critical thinking and problem solving during a student’s personally available time. In my own class last spring, we offered an open-book/open-notes exam that students had the entire weekend to work on. We used the open nature and long time period as incentives not to cheat. Furthermore, the freedom to use their own materials with no real time limit enabled students to focus on solving problems instead of attempting to remember obscure facts from lecture. We had pretty solid results, obtaining a similar grading distribution to previous semesters.

定时在线考试通常会让人感到压力重重，这首先促使人们作弊。 由于无论如何都无法进行物理测试，因此现在是尝试不同评估类型的最佳时机。 通常，这会转化为考试，鼓励学生在个人可用的时间里进行批判性思考和解决问题。 去年春天在我自己的课堂上，我们提供了一个开卷/开笔记考试，学生们整个周末都在上课。 我们以开放的性质和长时间作为激励手段，以免作弊。 此外，自由使用不受时间限制的自己的资料使学生能够专注于解决问题，而不是试图记住课堂上晦涩的事实。 我们取得了相当不错的成绩，获得了与上学期类似的评分分布。

There are plenty of other possibilities. You might try asking more difficult, conceptual questions but allowing collaboration, or even personalizing exams for each student if you have a smaller class. Whatever you choose, consider the following: Does my exam format have the students’ best interests in mind? Am I giving students an opportunity to display individual growth? If the answer to either of these questions is no, then you need to rethink your approach.

还有许多其他可能性。 您可以尝试提出更困难的概念性问题，但是如果您的班级较小，则可以允许每个学生进行协作，甚至可以个性化考试。 无论选择什么，请考虑以下几点： 我的考试形式是否考虑了学生的最大利益？ 我是否给学生展示个人成长的机会？ 如果这些问题中的任何一个答案是否定的，那么您都需要重新考虑您的方法。

3.考虑建立一个负担得起的家庭教学工作室 (3. Consider setting up an affordable home teaching studio)

When we were suddenly shoved into virtual classrooms in the middle of spring, most of us were unprepared for the accompanying complications. Audio/video issues were and still are the most common, leading to lost time and wasted words. Additionally, some courses are difficult to teach without a physical whiteboard — using slides to teach calculus isn’t very effective. An iPad that syncs with your laptop can make things easier, but not everyone can afford that.

当我们在Spring中旬突然被推入虚拟教室时，我们大多数人都没有为伴随的并发症做好准备。 音频/视频问题曾经是而且仍然是最常见的问题，导致时间浪费和单词浪费。 此外，如果没有物理白板，则很难教授某些课程-使用幻灯片教微积分不是很有效。 与笔记本电脑同步的iPad可以使事情变得更轻松，但并非所有人都能负担得起。

Fortunately, you don’t have to break your bank account to solve some of these issues. I’ve spoken to a number of instructors at UC Berkeley who have recommended three essentials for delivering lectures online: 1) a webcam, 2) a mic, and 3) a light source (ring light recommended if you want to feel like a YouTuber). My suggestion is just to search these up on Amazon with the word “cheap” or “affordable” in front. You’ll find tons of options with great reviews and great prices, a more common combination than some would lead you to believe. I personally purchased all three of these and can attest to the fact that you don’t need a fancy, brand-name microphone or webcam to get the job done.

幸运的是，您无需中断银行帐户即可解决其中的一些问题。 我曾与加州大学伯克利分校的许多讲师交谈过，他们为在线演讲提供了三点建议：1)网络摄像头，2)麦克风和3)光源(如果您想感觉像YouTuber，建议使用环形照明) )。 我的建议是，在亚马逊上搜索这些商品，并在其前面加上“便宜”或“负担得起”一词。 您会发现大量的评论和价格优惠的选项，比某些组合更常见的组合会让您相信。 我个人购买了所有这三个产品，可以证明您不需要花哨的品牌麦克风或摄像头即可完成工作。

However, since I will be teaching computer science, my best investment was none of those things. I love to teach on the whiteboard — it’s what I miss most about being in a physical classroom. But as I alluded to above, I don’t think it makes sense to purchase a new iPad for solely that reason. Instead, I purchased a $40 pen and drawing tablet compatible with my computer. This is probably one of the best pedagogy-related decisions I’ve ever made. The tablet enables me to write whatever I want and have it appear on my laptop’s screen. It makes teaching so much easier. There are a number of available choices — pick the one that’s right for you and your computer.

但是，由于我将要教计算机科学，所以我最好的投资就是这些。 我喜欢在白板上教书-这是我最想念的物理教室。 但是，正如我在上文中提到的那样，我认为仅出于这个原因购买新的iPad是没有道理的。 取而代之的是，我购买了与计算机兼容的40美元的数位板和绘图板。 这可能是我做过的最好的与教学法有关的决定之一。 通过平板电脑，我可以编写任何内容，然后将其显示在笔记本电脑的屏幕上。 它使教学变得非常容易。 有很多可用的选择-选择最适合您和您的计算机的选择。

All of that said, this list item isn’t an essential, and is in my opinion the least important tip I’ve mentioned here because it doesn’t relate directly to student learning. These are embellishments which are nice to have but not necessary for delivering a complete and engaging teaching experience.

综上所述，该列表项不是必不可少的，并且我认为这是我在这里提到的最不重要的提示，因为它与学生的学习没有直接关系。 这些是不错的装饰，但对于提供完整而引人入胜的教学经验不是必需的。

4.记住，学生的身心健康比班级更重要 (4. Remember your students’ mental and physical well-being is more important than your class)

March of this past year was a confusing time for the course I teach. Like most of the teaching staff, I was pretty caught up in trying to maintain the logistics of the course (keeping on schedule, administering exams, etc.) in the midst of the online overhaul caused by COVID-19. In my mind, the best thing I could do was to keep the course organized for the students. The Head Teaching Assistant, who managed course staff, stopped all of us in our tracks. He had the emotional intelligence to pause and realize that we were being absolutely ridiculous. We were focusing only on the delivery of the course and neglecting the numerous possible situations that our students might be in. He shifted his focus from logistical work to students’ mental health and sent out a survey. Out of 72 responses, over 65% of students revealed that they were too overwhelmed by recent events to stay engaged with the class. Nearly a quarter stated they did not have access to mental health support and were concerned for their personal well-being. Perhaps most insightful was the following anonymous statement from a student:

去年三月是我所教课程的混乱时期。 像大多数教学人员一样，在COVID-19造成的在线大修中，我非常想保持课程的后勤性(按时进行，管理考试等)。 在我看来，我能做的最好的事情就是为学生安排课程。 负责课程人员的校长助教使我们所有人步入正轨。 他有情绪智力可以停下来，意识到我们绝对是荒谬的。 我们只关注课程的交付，而忽略了学生可能遇到的众多可能情况。他将重点从后勤工作转向了学生的心理健康，并进行了调查。 在72个回应中，超过65％的学生表示，他们对最近的活动不知所措，无法继续与班级互动。 将近四分之一的人表示他们无法获得心理健康支持，并对其个人健康感到担忧。 也许最有见地的是来自学生的以下匿名声明：

“It is very telling that it took a pandemic for an active step to be taken about hearing the students … Listening is not enough — something MUST be done and something CAN be done … You are the creators of this syllabus; your hands are not tied in making this class palatable … I’ve heard the words “There is nothing we can do,” when in reality you can because you are the ones running this course. Every time you refuse to do something, you continue to perpetuate a cycle that normalizes an unhealthy emotional well-being.”

“这很好地说明，要采取积极措施来听取学生的声音是很流行的……听着还不够-必须做的事和可以做的事……您是本课程提纲的创建者； 您不会束手无策地使这堂课变得可口……我听过“我们无能为力”这样的字眼，实际上，您可以这样做，因为您是本课程的学习者。 每次您拒绝做某事时，您都会持续一个使不健康的情绪健康正常化的循环。”

As teachers, we sometimes become so caught up in trying to deliver the best possible teaching experience that we forget there are more important things. A student could be in any number of situations that we don’t get to see. Maybe a grandparent has COVID. Maybe money is tight because Mom lost her job. At the end of the day, we don’t know. Contrary to popular belief, our number one priority is not to deliver the material at any cost. Rather, our first priority is to teach to the best of our abilities while ensuring our class is not detrimental to a student’s health. This is more important now than ever.

作为老师，我们有时会陷入无法提供最佳教学经验的过程，以至于我们忘记了更重要的事情。 一个学生可能会遇到许多我们看不到的情况。 也许祖父母有COVID。 也许钱很紧，因为妈妈丢了工作。 归根结底， 我们不知道 。 与普遍的看法相反，我们的头等大事是不以任何代价交付材料。 相反，我们的首要任务是在确保我们的课堂不会损害学生健康的同时 ，尽自己最大的能力进行教学 。 现在，这比以往任何时候都更加重要。

For both high school and college educators, it is imperative to realize that students are dealing with an unprecedented situation in which they are still expected to learn. We should facilitate that for them as much as possible — even if it means making your “famously impossible” course just a little bit easier.

对于高中和大学教育者来说，当务之急是要意识到学生正在面对他们仍期望学习的前所未有的情况。 我们应该尽可能地为他们提供便利-即使这意味着使您“著名的”课程变得简单一些。

结论 (Conclusion)

This fall is going to be a semester unlike any other. Though online learning is difficult for students, it is a challenge for teachers as well. All the tips above are intended as general guidelines we should all try and follow to provide a complete teaching experience as best we can. Many other educators have compiled their own tips and tricks for an effective teaching experience — I personally recommend taking a look at this wonderful guide compiled by UC San Diego Professor Christine Alvarado. She beautifully describes how one of the best choices an instructor can make is to view one’s own course through the perspective of a student — a thought exercise we all stand to learn something from.

这个秋天将是一个不同的学期。 尽管在线学习对学生来说很困难，但这对老师也是一个挑战。 以上所有技巧均旨在作为一般指导，我们都应尝试并遵循，以尽最大可能提供完整的教学经验。 许多其他教育工作者已经汇编了他们自己的技巧和窍门，以获得有效的教学经验-我个人建议看看由加州大学圣地亚哥分校教授Christine Alvarado编写的这份精彩指南 。 她优美地描述了教师可以做出的最佳选择之一，就是从学生的角度来看自己的课程，这是我们所有人都可以从中学到的东西来进行的思想练习。

Of course, these are not magic spells that will automatically lead to success. I spoke to a counselor once who told me about the ASK triangle, essential for leading a complete life. The S and K stand for Skills and Knowledge, respectively. Both of these are encompassed by all the suggestions outlined above. Most important, however, is the A — which stands for Attitude. We know what we must do, and now it is a matter of how we do it.

当然，这些不是自动导致成功的魔术。 我曾经和一位顾问谈过，他告诉我有关ASK三角形的知识，这对于过上完整的生活至关重要。 S和K分别代表技能和知识。 以上所有建议均涵盖了这两个方面。 但是，最重要的是A-代表态度。 我们知道我们必须做的事情，现在这取决于我们如何做。

So how do we do it? By going back to our roots. Why did we become teachers? Because we wanted to make a difference. We wanted to impact the lives of students. We wanted to teach, because we believe in the value of learning. This fall, we must be willing to learn. As we implement our online classrooms, we must remain open to feedback and criticism, constantly improving and growing. We must display infectious optimism and empathy that influences our students, encouraging them to remain deep thinkers and hard workers even in the face of a global pandemic.

那么我们该怎么做呢？ 回到我们的根源。 我们为什么成为老师？ 因为我们想有所作为。 我们想影响学生的生活。 我们想教书 ，因为我们相信学习的价值。 这个秋天，我们必须乐于学习。 在实施在线教室时，我们必须保持开放的态度，不断接受反馈和批评，并不断改进和发展。 我们必须表现出感染性的乐观和同情心，这会影响我们的学生，即使面对全球大流行，也要鼓励他们保持深刻的思想家和勤奋的工作。

If we can do that — then we will have succeeded.

如果我们能够做到—那么我们将成功。