Bringing New Technology to the Old Classroom

Bringing New Technology to the Old Classroom

We have learned a lot in the past year. Not only did we learn how to live during a pandemic, we also learned how to teach. Teaching whether you were in-person, online, or some combination of the two was something none of us could really prepare for. However, we adapted! We found creative ways to use technology to enhance the learning experience and still meet the standards that are set before us. Even though many of us are going back to the classroom, we need to take what we learned and use it to make the classroom experience even better for students and more efficient for ourselves!

Long Live Online Platforms

Many of us found ways to use online platforms like Google Classroom to manage student resources, classwork, and assessments. With this, we hopefully learned how we can get a break from grading if we use things like Google Forms. For this reason and a few others, we need to bring the online platforms into the classroom. Not only do you have some teacher time-saving tools, you also have instant feedback for students, an accessible area to put work for students who miss class, and a parent communication tool that will keep everyone in the loop. Keeping these online platforms can make for simpler grading and better communication and organization.

Don’t Throw Away Recordings

Teachers used recording tools, like Google Meets and Zoom, to record lectures, tips and tricks, and to do read alouds. Instead of throwing Zoom in the trash (like many of us want to), you can use it to your advantage. There are going to be times students can’t be there. When that happens, all you need to do is hit the record button and then put it online when you have a moment. Then, your student who is missing as a simple recording to get them started. Plus, if they are gone for a length of time, they have a way to get caught up without having to spend hours upon hours with you before or after school.

Holding Onto New Methods

When we went virtual, teachers had new planning to do. Really, we had a whole new education system to create. Because of this, teachers found more effective ways for students to practice and access. From taking pictures to doing video recordings, students found different ways to show their knowledge. Not only does this use a different type of learning, it is also a different type of assessment which can make differentiation way easier for you!

Making Technology Part of Your Core

Instead of going back to the “same old thing,” take what you have learned and make it the center of your classroom. In the past, you may have used worksheets as the go to method of checking for understanding. With technology on your side, you can do so much more than a worksheet! With technology, you can use pictures, Prezis, games, and more to assess student understanding. If you use online platforms like Google Forms, Kahoots, or Boom Cards, you can get instant feedback to your students and ready-made reports which makes less work for you.

As teachers, we all did so much work to make it work last year. We became scholars again. Many of us spent our own money for various memberships and activities. It’s so important we don’t just throw all that work away. Take all the new you learned and make it part of the old classroom.

3 Ways Co-Teachers Can Work Together in Distance Learning

3 Ways Co-Teachers Can Work Together in Distance Learning

Co-teaching can be so rewarding. It benefits the students with two teachers and teachers benefit from having some to constantly collaborate with, but throw in distance learning and it is a whole new ballgame. How do co-teachers work together in distance learning?  Take a look at these 3 ways to ensure the co-teaching relationship continues to benefit everyone involved!

Plan, Plan, and Plan Some More

Co-teaching is a fine art of communication. Oftentimes in the classroom, co-teachers do not even need to use words to communicate what will come next, but enter distance learning and more than ever, co-teachers need to make time to TALK.

A really effective way to make some time for those valuable discussions are to schedule check-ins, and try to make each other a priority. Be flexible and make time to check in even on unscheduled days. As an educator, you know how quickly anything can change.

Here are some  tips for your scheduled planning time. First, make the expectations together. I’m not just talking about expectations for the scholars either! Talk about what you expect from one another! Yes, you need to start with the basics because distance learning is not even close to in-person learning.  Be flexible with one another, but make sure to agree on how you will  evaluate student work, what live lessons will look like, and make decisions about who is creating the lessons. There are just so many variables in this type of learning that planning what works for your students is most vital to your co-teaching success. 

Another tip is to use FaceTime or Google Meet for planning sessions. Being able to see our co-teachers and being able to work simultaneously really does make a difference. Using Google Slides or Google Docs works really well also because you can collaborate on the same document. There are so many possibilities, but most importantly, both teachers need to be visible to our scholars, as they would be in a normal in-person classroom.

Share the Work

Alright, so you have planned and you know what you want to teach and how. Now is the time to buckle down and get it done. This is where you must share the work, but it isn’t just lesson planning. Take a look at some more ideas:

•  Communicating with Families- We all know, as teachers in distance learning,  this communication with families is uniquely vital. Share this responsibility; don’t become overwhelmed with the amount of phone calls and emails. A quick tip, make sure to CC your co-teacher on all correspondence!  Also, document the conversations with families to talk about it in your planning meetings!

•  Video Lessons- These types of lessons are very helpful in distance learning, so why not do them together? You would teach a lesson ping ponging ideas, so do it on a video too! (Google Meet allows you to share your screen and Screencastify records what is on your screen so those tools could help you with this!) The goal is to make both teachers visible, so even if you don’t record together, split the responsibility!

•  Feedback for assignments- We know as teachers, feedback has to be timely to be effective, so take some time to plan how this will work and make sure to avoid it being overwhelming by sharing the workload. 

Be A Team

It is so important to remember that distance learning is a new puzzle for most of us. Co-teaching relationships take time to grow and flourish in a normal in-person classroom, but by making teamwork a priority, you are halfway to a terrific co-teaching relationship. Check out the co-teaching models and see what works for you. It is ok if what worked in the classroom doesn’t work in distance learning, just continue to  work as a team and see what works best for you. 

Possible Co-teaching Models

•  One teach- One support-  You could have one main teacher and a moderator checking for engagement, behavior, cameras on, etc.

•  Team Teach-  You could be equals in the lesson bouncing ideas off of each other, both teachers being leaders.

•  Station teaching-  In this style, you divide the students into smaller groups and differentiate their learning with each teacher taking on a group. If you are using breakout rooms, you may even have an independent group that you check in on occasionally. You can share that responsibility also!

Finally, regardless of the model you choose, be a team. Use “we” when you speak to the students. Share your successes about your students. Also, make data accessible to both teachers, ensure both teachers post assignments and make sure both voices are heard.  Although distanced, our scholars need to see and hear us so continue to be rockstar co-teaching teams and use these 3 ways co-teachers can work together in distance learning!

How Restorative Circles Create a Safe Environment for Students and Staff

How Restorative Circles Create a Safe Environment for Students and Staff

Every time a student gets suspended, that's time out of your class where they could be receiving valuable instruction. Every time a student gets in trouble in your class, it disrupts the learning environment. Every time you write a discipline referral or a detention, the discipline data goes up and suspension rates rise. These statistics can become overwhelming. Especially when there is pressure to keep those numbers at bay.  Restorative circles can help reduce the discipline data, keep students in your classroom, as well as support their social emotional learning and well-being.

                                  

Mindset Shift

Prior to implementing restorative circles, there needs to be a shift in mindset. Typically, the school discipline model is punishment oriented versus a restorative mindset. You see, when a student gets in trouble, more than likely there is a consequence, such as detention, phone call home, suspension, or back in the day a trip to the principal's office.  Misbehaving students often find themselves expelled or out of school for an extended period of time. This can cause long term issues, socially, academically, and emotionally.  Implementing restorative circles will foster a new mindset that helps with repairing and restoring relationships after a problem behavior arises. This helps students stay connected to the school community in a positive manner as well as creating a safe environment for all.

Form a Circle

According to the International Institute for Restorative Practices, “The aim of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building relationships.”  The restorative circle is a starting point to building relationships between students and staff while developing an inclusive community. It’s important to encourage student participation, set the norms for the circle, and create an equal opportunity for everyone in the circle to speak.  Empower your students by letting them create the rituals and routines for the circle.

Examples of norms could include:

●       Everyone must participate

●       Only one person speaks at a time

●       Be respectful

In the Circle

Within the circle, the teacher presents a thought provoking question, a talking piece that is passed around,  and an encouraging space for engagement. A talking piece could be something as simple as a pencil, or something sentimental. The circle can be done in homeroom, it can be done at the beginning of class, or it can be done at any point when a conflict arises. The most important thing is to be consistent, implement it with fidelity to build a safe community within your classroom environment.

Building Positive School Climate

            In addition to circles within your class, you can use circles to restore conflicts that arise within the school day. For example if two students have a disagreement, you can have a circle with the two students and their teacher or trusted staff member. Communication is key as you work towards a resolution. This does not mean that the students won’t face discipline according to the school handbook, but in many situations, if they participate in a circle, their consequences may be less severe. The goal is for the students to understand their peers point of view, they don’t have to agree, but they have to come to an understanding, learn to respect the other side and learn how to handle a conflict with communication. Restorative circles help to create a positive school environment by restoring broken relationships.

Lifelong Lessons

Not all relationships can be restored, but teaching students how to communicate effectively, respect another point of view, empathize, and teach problem solving will not only create a safe space for your students but these lessons go beyond the walls of school