In the Room and on Zoom: How do we Find Balance?

A return to in-person learning is occurring across the Chicago suburbs. Hybrid learning is off and running, and so are teachers -- running from screen to the in-class scene. I liken hybrid learning to a game show, in which the players and the at-home audience are interconnected and leaning in to hear what the other group is saying. While it is nearly impossible to gracefully and fluidly do both perfectly, it’s working. Here are my takeaways after week two: 

Flip your doc camera so that they can see each other. 

I find owning the cheesiness of these awkward moments of juggling multiple devices and students in all places lightens the mood. When I laugh at myself, my students laugh with me. They understand that this is not how we are supposed be living life, but this situation is what we have. My roomers and Zoomers are broken into two groups (plus a full remote group) who do not get to see each other or interact with the other half of the alphabet. As a result, I like to flip the camera to make them do the exaggerated wave to one another. I have even encouraged one group to give another group advice or words of encouragement. The sound is jumbled and often makes the roomers jump, but they're laughing. Encourage students to remember that a whole other group of students concurrently learning allows everyone to feel heard and recognized. As I move the camera around, I am also giving subtle indications of where I want my Zoomers to be focusing their attention. Are we doing group work? If so, let's look at other students. Are we engaged in a direct instruction mini-lesson? Then I'm going to talk straight into that camera. While I am doing this, I do narrate the process and make all students fully aware of who is on the projector screen. Students know when they're being shown out of respect to all people involved. That open communication involves them even more and encourages everyone to take the stage when the camera is directed at them. 

Use technology to showcase every voice.

 

Students still struggle with unmuting on Zoom. Part of it is tech issues that can create a lag in the discussion, and another part of it is the uncertainty of being spotlighted without preparation. Whatever the reason, students need to be reminded that their voices matter and that they can share them in many ways. Using tech tools such as Pear Deck and Padlet has made amplifying student voice much easier and safer for students. They can respond at their own pace, and the messages can be anonymous. When students struggle to unmute, validation and encouragement can often temper their timidness. Highlighting anonymous responses on tech tools shows students that they have much to contribute and great ideas to share. After asking all students to write out answers, I have started using Flippity's random name picker to select the students who will share in the class on Zoom. Once I know everyone has written an answer, it is up to the Google gods to determine who will share their ideas. This process has also gotten students laughing, cheering, and groaning when a name appears on the screen. Every voice has something valuable to share. Sometimes students need a little nudge. 

Also, encourage students at home to report when the sound is off, or the internet is lagging. We won’t know that if they don’t speak up. I had to learn this lesson the hard way this week! 

Leverage in-person experiences. 

The best part of being in-person is that students can talk... to each other. They can be sharing what they are learning while a teacher directs their time to the students on Zoom. They can collaborate and share ideas, and if they get off-task, that is okay! In fact, that might be exactly what they need while they cope with or process the current state of the world. In-person time can be used to create a sense of normalcy and allow students to validate one another. 

Group students in the room and on Zoom.

 

One half of the alphabet should not be doomed to the fate of being passing ships who never interact again. No, no. They should be each other's partners in crime who advocate for one another when one is on Zoom. They can still create, communicate, and collaborate. They can meet in digital breakout rooms and on shared docs and slides. The organization, grouping, and movement of all it all just needs to be a little more coordinated than normal. I love using breakout slide templates to help the workflow and organization of digital collaboration. Using the same format reduces explanation time and increases student comfort when they are collaborating in a noisy, digital environment. Having that connection might flop if technology fails us, but it can be incredibly powerful, too. 

Make sure everyone is getting some love. 

The past year has been marked with trepidation and uncertainty. Content may not be perfectly covered this year, but students will continue to make academic and social-emotional progress if they feel safe, cared for, and validated. Whenever tragedy or hardship occurs, content matters less. Caring for others will allow students to cope and prepare them to learn. Leading with one's heart leads to stronger relationships, and stronger relationships will lead to more retention and learning. It is okay to focus on people first. The rest will follow. 

This game show host is tired after two weeks of hybrid, but I am grateful for the flexibility and energy that my students bring to the classroom -- both digital and in-person. While I hope that I can display some of Vanna White's grace and all of the wisdom of the late Alex Trebek, I know that if I give it my best and laugh at any tech trials that arise, my students and I will make class great together.