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Ms. Li Wen discusses her strategies for building relationships with Grade 8 students in both traditional and online social studies classes, noting that personal interactions are easier in person. She observes a significant drop in student participation online compared to face-to-face classes, attributing this to cultural expectations and the challenges of online communication. Ms. Li emphasizes the importance of fostering a caring environment to encourage student engagement, despite the difficulties posed by virtual learning.

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4 views2 pages

Transcript 1

Ms. Li Wen discusses her strategies for building relationships with Grade 8 students in both traditional and online social studies classes, noting that personal interactions are easier in person. She observes a significant drop in student participation online compared to face-to-face classes, attributing this to cultural expectations and the challenges of online communication. Ms. Li emphasizes the importance of fostering a caring environment to encourage student engagement, despite the difficulties posed by virtual learning.

Uploaded by

kaly9332
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Transcript: Teacher 1 (Ms.

Li Wen)

Interview Transcript Participant: Teacher 1 (Pseudonym: Ms. Li Wen)

Interviewer: Thank you for taking the time, Ms. Li. Everything will be
kept anonymous. Shall we begin?

Teacher 1: Yes, I’m happy to help.

1. How do you build a relationship with your Grade 8 students in


social studies classes, both online and in the traditional setting?
Teacher 1: In the traditional classroom, it’s easier. I greet them by name,
smile, walk around, and have little chats before class starts. I also give
quick praise when they share ideas. Online it’s harder. I make sure to call
every student by name, write encouraging comments in the chat, and
send short personal messages after class. I try to be warmer with my
voice because they can’t see my face clearly.

2. In your experience, how does student participation differ


between online and traditional classes? Teacher 1: There’s a clear
difference. In face-to-face classes, most students — maybe 70-80% —
actively join discussions. They raise hands and speak up. Online, it drops
to about 40-50%. Many students keep their cameras off and stay quiet.
Only a few type in the chat or answer polls.

3. What role do you think your relationship with students plays in


their willingness to participate in discussions or group work?
Teacher 1: I think it plays a very big role. When students feel I care about
them and respect their opinions, they are much more willing to speak. If
the relationship is distant, they stay silent, especially in social studies
where they have to share personal thoughts.

4. How do cultural expectations, like respect for authority,


influence your interactions with students and their participation?
Teacher 1: In China, students are taught to respect teachers, which is
good because they listen well. But sometimes it makes them afraid to give
wrong answers or disagree. This is stronger online — they worry more
about “losing face” when everyone can see or hear them. In person, I can
encourage them more easily with a smile or nod.

5. What tools or teaching methods do you use online to foster


participation, and how effective do you find them? Teacher 1: I use
Zoom polls quite often — they help because even shy students can click
an answer. Breakout rooms are useful for small group talks. I also use the
chat box and reaction buttons. They work okay, but they’re not as good as
real classroom interaction. The lag and cameras being off make it less
natural.
Interviewer: Is there anything else you’d like to add? Teacher 1: Just
that building real connection online takes more effort, but it’s possible if
we keep trying. Students still need to feel their teacher cares about them.

Interviewer: Thank you very much, Ms. Li.

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