what is class discussion wearing a mask
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Answer:
During the next few weeks, faculty members in the Unites States, including me, will walk into our face-to-face classrooms with masks on. It is also likely that faculty with accommodations to teach online this fall, or those who work at colleges and universities that temporarily shifted to fully online instruction, will need to teach face-to-face with masks next year as COVID-19 declines but treatments are still in progress.
This will probably be the first time for faculty in this country to teach while masking, no matter if we are new faculty members or have taught college students for decades. Faculty developers who teach faculty how to teach have never done this before, nor is scholarship or research available on the topic. This uncharted teaching territory on top of the fear of contracting the virus is daunting.
But we can seek out strategies and experts to help us teach effectively face-to-face with a mask. I am a tenured associate professor of communication arts and the director of the Center for Excellence in Learning and Teaching at my university. Colleagues in my field of communication and those in allied disciplines like theater and dance know how to mobilize nonverbal strategies and images. Furthermore, interdisciplinary studies of women and gender, public health, and inclusive pedagogy -- all of which are central to my work as a scholar, teacher and faculty developer -- have already advanced useful theories and solutions to related issues.
I’ve listed below some of the main challenges to teaching with a mask, as well as specific strategies for overcoming them. They are part of a training that I designed and am facilitating at my institution called Teaching F2F With a Mask and Creating Caring Classrooms. I personally put these strategies into practice as I prepared for my first day of teaching face-to-face with a mask.
Explanation:
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Wear a mask with minimal contact with your lips: sometimes these are called “pouch masks” or “pouch respirators.” The space between your lips and the masks can help you be heard.
Use a microphone: any microphone will help, but some studies have found lapel microphones work particularly well with masks. Not all Penn classrooms have microphones, but many large rooms do.
Project your voice loudly, but try not to strain. One way to do this is to make eye contact with the students farthest from you in the room and try projecting like you are speaking directly to them.
Speak slowly and enunciate: This may feel awkward at first, and may take practice, but it will help.
Don’t speak while facing away from students: If you need to write on the board, do so first (even if there is an awkward silence) and then speak to students while facing them.
In larger classrooms, repeat or summarize student questions and answers so that everyone in the room can hear them. If you have difficulty hearing a student, walk nearer to the student.
Check in with students frequently to make sure you are being heard and understood. Some strategies include periodically asking students who are furthest from you if they can hear you and/or providing students with a nonverbal signal, like a hand by their ear, that they can use when they cannot hear or understand you.