Closing Down First Semester Courses and Setting Up for a Successful 2021 (LMS Tips/Tricks)

 As 2020 comes to a close, now is the time to reflect. This year has posed more challenges than any of us could have imagined, but those lessons have provided growing experiences. Part of closing down any semester involves submitting final grades and closing down learning management platforms. With remote and hybrid learning being the primary learning modalities, teachers and students have become reliant on digital platforms and learning management systems to push out and submit content. Even the most tech-resistant teachers have embraced new technology levels to create engaging digital learning environments for students. 

These past two weeks, my instructional coaching duties have encouraged teachers to close down their first semester courses and set up their second semester. Here are a few takeaways and common themes that teachers with successful class setups have implemented (or plan on implementing next year). While we may be returning to learn in person more and more this spring, being ready for anything and maintaining an organized digital classroom can increase engagement and ensure access for all students, no matter the modality of learning. 

Start by closing down your previous semester course. 

Before beginning a new course:

1. Take time to clean up and finalize the first course.

2. Delete extra assignments and resources that were not used in the semester.

3. Make sure dates are accurate and sort materials in a logical manner.

4. Look at the naming convention and organizational practices used.

5. Reflect on what worked well and what students found challenging.

Renaming, reorganizing, and restructuring a course at the end of the semester can help for subsequent semesters. If the material is imported into a new course, it is ready to go. Taking time to clean house also prepares a person to better structure the next term even if no material is shared between courses. 

Once the first-semester course is closed out, start by building the new course framework.

 

COVID aside, I like to share content with students in weekly chunks. Breaking down units of study into weeklong modules gives students a clear direction and purpose for each week while keeping them focused on the most important tasks before them. Setting up my semester in weekly modules also help to keep coursework consistent. Students know what to expect and understand how to access the content. Using Google Slides, I craft a daily agenda with hyperlinks to critical content and current assignments. Students can interact with the material and find all resources as they work on my course during and outside of class. Establishing clear and specific naming conventions also creates a logical organization system that makes accessing course content easier. Using emoji images within those naming conventions can also establish a pattern and make locating important information more manageable. Regardless of how a teacher chunks course content, creating an organized and clear framework provides a strong foundation for a course that will inevitably adapt and change as the course progresses. 

If your district or school has a template or pre-made framework - use it! Consistency for students is powerful. Those templates can always be personalized and made to work for you. Templates make great foundations.

Consider what you want students to see first. 

Once a framework has been established, consider what students will see when they first open your course. Will students open a course homepage or weekly agenda first? Once you've determined what will be on the homepage, consider the first images that students will see. Teachers can utilize banners and headers to create a welcoming environment. Many people have started using Bitmoji classrooms or interactive sides. With interactive slides, information can be easily updated, and images can be personalized to students. Matt Miller, the amazing educator from Ditch That Textbook, gave a talk at his Ditch Summit about capitalizing on ways to personalize your LMS. One of the points that he shared was changing that banner often to celebrate students and remind students what they are working on in class. By the way, he's incredible. Follow him!  

Personalize your pages.

 

Beyond the homepage or banner, there are many ways to put one's personality into the course. When creating online courses, we tend to focus on navigation and organization, but what we can lose sight of is creativity. What do students hear and feel when they enter your physical class? How can we recreate that digitally? One way to do that is to consider color, font choices, and images. Find ways to use common phrases and expressions, too. My students often hear me say, "Make good choices" on their way in and out of my classroom. To remind them of this phrase, I created a banner that would remind them of this phrase, and of course, remind them to make good choices. Adobe Spark and Canva are great tools for customizing buttons and banners!

Use video when you are able. 

We can also further infuse our

personality with videos. Screencasting directions or navigation tips can make students feel like they are interacting with their teachers, even when remote or engaging in distance learning. Use embedded video when possible so that they can see facial expressions and nonverbals. While I have often avoided using embedded video, I realize that I need to check my ego about how messy my hair might be on a given day and realize that my students want to see me; they want to know me better. Using video is a small and static way for them to have the opportunity to engage with me. 

Creating video directions for summative assignments also supports students when they might not be in the classroom. Showing examples, explaining rubrics in detail, and providing further context for students in this manner can make instructions easier to follow, support students who may need to hear directions in smaller chunks, and ensure that all students hear the same message. Absent students won't miss critical information, and when students ask questions about the directions you just explained, you don't have to answer those questions for the tenth time in a row. No, no. With videos, you have to ask the question back - did you watch the video? 

Ask for feedback.

Throughout this process, it is important to elicit feedback. What works for a teacher may not always work for students. Gathering feedback, looking for suggestions, and gauging student engagement with a platform can better support learning and enhance the classroom experience. Feedback can be gathered at any time. Opening the door to feedback also creates a dialogue and reminds students that their voices matter. Their experience is our priority. I often ask for students to tell me what I can do to support their learning (aside from giving less work - we all have to work, friends), and I have always appreciated their insights and suggestions. Learners evolve, and luckily the edit button on my LMS allows me to do the same. 

Now that this year is finally coming to a close, it's time to reflect on our lives and our courses. As with any ending, keep the good, learn from the mistakes, and work to make next year (and next term) just a little brighter!

Every Student Has a Voice (We Just Have to Ask Them To Unmute)

The silence of Zoom or Google Meet is deafening. I miss noisy classrooms and side chatter about the latest high school event. What I once tried to redirect into conversations about course content is the very talk I miss the most. As we oscillate in between remote and hybrid learning and remote again, students feel dejected and disheartened. They need to be empowered and given their voice, and they need to feel in control of something. How do we encourage them to use their voices and feel as though they were heard amidst uncertainty?

Focus on social-emotional learning. 

Let students ask questions even to the questions to which we don't have answers. Validate their feelings by acknowledging uncertainty and how we feel about it, too. Let them know that the line of communication is always open - whether it be through an email, private message on a chat, a Flipgrid response, or a one-on-one conversation. Encourage students to share how they feel with teachers, peers, and families, but then redirect those feelings into a positive outcome. Model reframing emotions and provide ways to cope. 

Pear Deck SEL Slides

Get students into small groups. 

I have recently been exploring different ways to break students into groups or give them opportunities to collaborate. Since the beginning of the semester, I have been using genetic templates and randomizing students into groups using Flippity.net. I am now trying to find more opportunities for small group work through digital station rotation. Creating breakout room templates or work through station activities encourages collaboration and communication. Students are far more likely to unmute when they have a clear task and are in a smaller setting. These stations may be individual work or group work, but the flexibility and the sense of movement encourage students to participate and actively engaged. 

Focus on the positives. 

Let students ask questions even to the questions to which we don't have answers. Validate their feelings by acknowledging uncertainty and how we feel about it, too. Let them know that the line of communication is always open - whether it be through an email, private message on a chat, a Flipgrid response, or a one-on-one conversation. Encourage students to share how they feel with teachers, peers, and families, but then redirect those feelings into a positive outcome. Model reframing emotions and provide ways to cope.

Encourage students to write, speak, and communicate verbally AND nonverbally. 

Students can share their voices in multiple ways. While many struggle to unmute themselves on Zoom, they are often willing to engage in other modalities. While writing or participating on a tool like Pear Deck may feel passive, students are far more likely to open up and engage in self-disclosure when they feel safe. Online students can be anonymous - to share their voices and perspectives in what seems like a low-stakes way. Building a community and environment that feels safe and inviting each day will lead to an increased level of engagement over time. They will start to share more. Using a tool like Pear Deck has allowed me to give every student a voice. I can track who hasn't participated or responded, and I can problem them further. Repeatedly completing a weekly check-in on Flipgrid has become a habit. Students know what they will be asked to do, and they are familiar with the types of questions they will be asked. As a result, they speak longer and in more detail. 

Not only do students communicate with the words they speak or write, but they also communicate nonverbally. Their expressions, gestures, and even the emojis they drop in a chat convey strong feelings and emotions. Encouraging students to use their nonverbals intentionally can teach students that they are constantly communicating and have the power to send strong messages without even realizing that they are sending messages. By observing themselves and others on digital platforms like Zoom and Google Meet, they can even learn how to better control and communicate nonverbally with intentionality. 

Respond and provide feedback. 

Each week, my students complete a social-emotional check-in via Flipgrid. They know that I watch every single video (on x2 speed) and respond to each one. It's time-consuming, but it is a labor of love. They email me with responses to my follow-up videos; they appreciate that I respond. While these videos cannot fully replicate constant banter in the classroom that occurs face-to-face, this feedback creates connection. Students feel heard, and they know that they matter. 

In large group discussions or presentations, students need feedback, too. Noting their nonverbals, encouraging students to drop messages in the chat, and replying specifically to public comments or anonymous comments on tools like Pear Deck validate students' ideas and contributions to the class. Every little piece of feedback matters and is an opportunity to forge a connection. When students feel like they matter, they work harder and are more engaged. 

The red slash through the microphone is like a slash to my heart. My classroom's quietness does sadden me, but I am reminded that even though the fruits of my labor might not always be visible, the seeds are still taking root. A great deal of our communication is nonverbal; a majority of our messages lie in the moments we are not speaking. As teachers during a pandemic, we need to reframe our minds to what learning looks like and also reflect on how we can create more opportunities to amplify student voice. While circling the wagon may not be possible right now, we can still rally our students and empower them to use their words in private and public ways. Our students' ideas matter; we just have to find ways to open the channel of communication so that their messages are heard. 

Ready for Anything: Lessons after a Week of Hybrid Learning

 

Alright, roomers and Zoomers. Is my internet connectivity working okay today?

Teaching during a global pandemic is no easy feat. After the first week of hybrid learning, I must say that I am left feeling frazzled and tired, but I am hopeful. Submersed underneath some technical hiccups and feeling that there are one too many spinning plates in the air is a sense of accomplishment. While our skills are being tested, they have also been sharpened. No, this situation is not okay. Yes, teachers, it is perfectly normal and acceptable to be feeling tired, defeated, and emotionally drained. 

Our students hunger for learning opportunities and human connection; they appreciate what was once considered mundane. They want to collaborate, and they have developed patience. What they have learned could never have been taught in a "normal circumstance." While we are far from being out of the woods in this global pandemic, we certainly can begin to recognize what we have gained.

Here are my takeaways from the first week:

Students are resilient.  

Students are resilient and will rise to new challenges - especially when they have strong relationships with their teachers and community. Leveraging those relationships can help create a more comfortable environment as everyone faces uncertainty. They ask questions when invited, and while it may take time to hear responses, they are doing the best they can. Students want to follow safety protocols and understand that those protocols are what make any in-personal learning possible. Even though switching from a four or five period day to a nine period day can be exhausting, they will rise to the challenge and adapt quickly. 

Remember, students are drained. 

While schedule changes that allow for more in-person opportunities are exciting to most, these changes are exhausting. Even for the most optimistic and self-sufficient students, new pacing to the day is problematic. In-class activities and more direct instruction are replacing the time they once had to do homework independently. Flexibility to choose the pace and place for learning has been taken away in many instances. There are benefits and drawbacks to all learning models, but the biggest challenge is acclimating to the present reality. Talking more, following safety procedures, and trying to remember what comes next takes a toll. 

Remember how you feel on the first day of school. Multiply that feeling by 10. Students are experiencing that exhaustion, too. We have to give our students opportunities to breathe, recharge, and work to establish clear routines to ease this drain as much as possible. Even in an ideal situation, students will be tired as they transition from remote to hybrid. 

Teachers are drained, too. 

Don't forget the classic analogy that we have to put on our oxygen masks before we put on the oxygen masks of others. Burnout will happen easily and quickly if we do not try to close the computer, relax, and recharge. There are many moving parts in this learning environment — students on Zoom, students in the room, and students who are always remote who need us. Remember, lead with relationships. Find energy from the connections we have with students. Give yourself grace, and when the day doesn't go as planned, simply try again tomorrow. It is okay to be drained; it is okay to say that it is too much. Sometimes admitting that is freeing and life-giving. 

Avoid overplanning. 

Teaching in a remote block schedule meant teaching 75 minutes. Now, class periods are 40 minutes every day, with students attending in person every other day. Instructional time in most models is down if teachers keep the in-class groups synchronous and the out of class group asynchronous. Factor in the drain and exhaustion of adapting to a new schedule, and 40 minutes feels more like 30 minutes. Students are trying to manage their feelings, and we need to embed time for that. Doing social and emotional check-ins can yield much better results in students than that extra practice activity. Providing work time can even open students up to engaging in self-disclosure or sharing how they are doing in school and in life. Cutting down on content, the number of practice problems, or even extending deadlines can lead to more productivity or strong final products. 

As teachers, we have a tendency to want to follow carefully crafted plans, but the best laid plans often go awry - especially in a global crisis. It is okay to let go. Not every learning activity or experience may work in a hybrid learning model. Debates, group activities, and Socratic seminars need to be adapted or even cut for the time being until in-personal learning can return. These changes can even happen in real-time. It is okay to revise; it is okay to create new activities and find innovative ways to collaborate. While students may not get the exact same experience as students in years prior, simplifying and alleviating activities that may not work in the current learning environment can save time and protect us from overplanning or overwhelming our students. 

Be ready for anything. 

According to the IDPH, my county's positivity rate has been upwards of 12%. We are at a warning level, and mitigation might happen to local businesses. If that is the case, the schools might also move from hybrid to remote. Some may be quarantined for exposure outside of school, which would lead to adapting to another instruction mode for all parties involved. Other teachers are permanently remote, like me, because of health issues. Anything can happen at a moment's notice. It is important to be ready for these changes. 

While this year will easily be the hardest year of many educators' careers, learning is happening. Creativity is being tested, and collaboration is creating great opportunities for better instructional practices for all. Despite technical failures or unexpected challenges that arise, we are powering through. We will make it through this pandemic, and we will be better for this experience. Keep finding ways to connect with others, but don't forget to pause for approximately 30 seconds when Zoom tells you that internet connectivity is low. 

Empathy, Compassion, and a Little Communication

 In such a tumultuous time, compassion and empathy are critical social and emotional skills that can open doors to better understanding, stronger relationships, and deeper connections to course content. Collectively, we have been caught in a storm that stretches farther than we can see right now. When will we be able to return to a greater sense of normal? Will we ever revert to a pre-COVID existence? And what aspects of this new normal should we embrace for the long haul? When attempting to answer these questions, many feel despair rather than hope. Depression, anxiety, and fear are all too familiar emotions that cast doubt and uncertainty on teachers and students alike. 

I have always used the “walk a mile in someone else’s shoes” as a hook for both my first and second units in my senior speech class. This year, I wanted to emphasize the importance of using communication skills to listen and empathize with the people we encounter each day. To feel heard, I wanted my students to realize that we must first stop and listen to process our grief and understand what others are experiencing. This unique ordeal has provided us with opportunities to be quiet and stand still. This semester the silence often experienced on Zoom has been disheartening, but using webtools like Pear Deck, Flipgrid, and Zoom breakout rooms has helped keep students active and engaged. We are finding new ways to make student learning visible by using shared Google Docs or Padlets. 

Time to reflect has made me realize that we need to be intentional with our communication, and as a result, I have worked to emphasize the importance and power in each word we say and the nonverbal messages we share. Over 70% of our communication is nonverbal. It is conveyed through our tone, our movements, and our posture. Whether we are on Zoom, in-person, or a hybrid of the two, we may use these communication elements to engage our students. On a camera, every subtle movement is exaggerated, and our communicative exchanges are on display for many people to see. As such, we need to be intentional with the messages we send, and we need to teach our students to utilize these new platforms to amplify their voices. 

To achieve these more intentional communication goals with my students, I adapted my first two units to work in this remote setting, and I began to reflect on and shift my learning targets, too. How do we promote authentic communication in the times of Corona? How do we teach students to use our listening skills and empathy to navigate a still uncertain future? 

Challenge students to first engage in self-disclosure.

For a long time, my introduction speech has been called “Walk a Mile in My Shoes.” This speech asks students to use a pair of shoes and their favorite quote to identify where they have been, where they are, and where they hope to go. An introduction speech marked with important events, people, and activities - this speech is used to introduce students to each other but, more importantly, to remind students to stop and see the world from some else’s perspective. Students are encouraged to avoid listing facts and use their time to tell stories that reflect their passions, their character, and their values. This year, students held on to each other's stories, especially as they reflected on what they have missed the most during the past several months of quarantine. What I loved about this experience is that not only did students learn about their classmates, but they also learned more about themselves as they have all faced struggles and obstacles during this quarantine.   

Reflect on the messages we don’t intend to send.

With any communicative exchange lies messages we do not intend to send - the nonverbal gestures, posture, body language, and tone. Being on camera all day, every day has forced us to look at ourselves. We notice how we sit, how we react, and how we sound. Leveraging technology to challenge students to reflect on their nonverbal messages can lead to powerful learning experiences. When we don’t see ourselves, we are completely unaware of the messages we send and how we are perceived. Now with Zoom, I can literally roll back the tape and challenge students to assess what they are saying when they are not talking. To understand the importance of body language, students participated in two online discussions that asked them to reflect on “The Importance of Listening” and the power of body language. To further understand the importance of body language, students participated in two online discussions that asked them to reflect on Amy Cuddy’s TED Talk, “Your Body Language May Shape Who You Are.” Highlighting the importance of listening and nonverbal messages allowed students to reflect on how they use both skills every day, and its impact on the communication exchanges they have daily, both on-screen and off.

Have students reflect on the stories of others. 

To empathize or feel with others, we must first walk in their shoes. Textual analysis, reading literature, and sharing stories are all ways to practice this critical walk into others' perspectives. By reading and analyzing diverse stories, students begin to recognize the struggles and obstacles that people face. From health issues, LGBTQ topics, to race - these are stories that some students have not encountered because they have only lived in one neighborhood or have not experienced as much life as an adult. No matter where students understand voices that are not the same as their own, they can always learn, explore, and experience. During my second unit, I have students select a short story, poem, dramatic monologue, or speech that speaks to them. These scripts are saved and archived with representation from all walks of life. After students select a piece, complete an empathy journal to reflect on how the story's meaning has changed their insights or understanding of the world.

Ask students to amplify powerful stories.

Once students have consumed and analyzed stories, they need to be taught to amplify those voices. Students are assigned oral interp speeches every year in class, but this year, their performances were unparalleled by any previous year. Whether it be because we were on Zoom or because we had spent so much time intentionally thinking empathy, their performances significantly impacted them and me. Without fail, every reflection touched on how they learned more about the world and how to empathize through this exercise than they ever imagined they would. When we truly step inside the experiences of others, we can more fully embrace and support others. 

Ask students to provide feedback. 

Students learn from doing, but they also learn from listening. Students complete a peer review exercise for each speech that they write using Flipgrid. Through these experiences, they learn to critique others while also providing support and finding strengths. Their words are powerful, and the critical thinking process conducted during peer reviews deepens their ability to empathize and view the world from unique lenses.

While Zoom silence can be deafening, we should not underestimate or minimize the potential for listening. As the Greek philosopher, Epictetus, stated in 60 A.D., “We have two ears and one mouth so that we can listen twice as much as we speak.” May we take to heart his words, lead with compassion, and find new ways to empathize with the people and stories we encounter along the way.  

Fostering the Four Cs of 21st Century Learning During Pandemic Learning

This summer, educators were asked to prepare for many scenarios and possibilities, and because of the state of the world, we knew we'd have to be ready for anything. I found myself on more Zoom calls than I could count, creating professional development that met teachers' needs across disciplines and technology skill levels. To make working conditions and family life more effective, we converted our basement into a bedroom and my son's room into my new office. This office quickly became my daughters' favorite place to play as they came in to borrow the good pens and notebooks. Preparing my almost kindergartener for online learning was a priority this summer, knowing that her school would decide to start the year with e-learning or that we would elect for her to learn remotely. She often joined me while I worked, coloring at my side or, even better, creating and editing videos with me. 

While connectivity obstacles and technology limitations have created occasional challenges, we are collectively learning so much. No, experiencing a global pandemic is not how any of us want to live life. Still, I genuinely believe that we will have learned so much about technology, education, and empathy by the time we reach the other side. 21st-century skills often shared on slides at the beginning of the year during a professional development meeting are being thrust into practice this year. While we might sometimes fall a little sort (or have to shut down the computer and restart Zoom during the middle of a lesson - it happened to me on Friday), being able to apply the 4C's with our students will set them up for success far beyond our virtual walls. 

Communication

Communication during a pandemic is not easy. In years past, I have struggled to get my students to check email. Especially as seniors in high school, they often receive too many notifications, and instead of deleting or filtering the spam, students ignore it all. Important messages go unread. This year, I have tried to leverage our new learning management system to teach them to message through the platform and check for announcements. This year, my district is using Canvas, and what is nice about this platform is that students can set the frequency of their notifications to once a day, instead of every time a teacher updates the course. Empowering students to organize their Gmail inboxes and explaining the importance of creating a less daunting email inbox reminds them that communication is key. They cannot overlook messages, but they can control the workflow within their own challenges of communication. 

In addition to Gmail, students also need to be empowered to seek support. They have to speak up; they have to unmute. While talking on a digital platform like Zoom or Meet can feel intimidating, now they are aware of when they are silenced, and more importantly, they are being tasked and empowered to take a stand and speak up. We can create spaces and opportunities for all students to turn on their mics. Whether it is in a whole group conversation, smaller breakout spaces, or even one-on-one, we have to be intentional with inviting all students to speak up and create opportunities to do so. 

Talking about intentional communication with our students teaches them how valuable their voices are and how they can (and should) always make a choice to speak up! For my students who are more apprehensive about speaking up, I need to provide assignments that use videos (such as a private Flipgrid assignment or a WeVideo screencast) to feel open to sharing their thoughts on a  lesson or life in general. Again, we have to remember to create safe spaces for them to speak up! 

Collaboration

Students are working from home most of the time now, and as a result, it is easy to feel disconnected. As the weather turns colder, it will become harder to see people and socialize safely. While this winter may be challenging, we can still provide opportunities for students to be collaborative synchronously and asynchronously. 

Using breakout rooms is a must! Students will share in smaller groups, and giving them reasons to talk even about silly icebreaker questions opens the door for more meaningful discussion and collaboration for the period and for the rest of the semester. Google Suites, Padlet, Pear Deck, and other tools that allow for real-time responses and communication can also make the classroom community more interactive and provide students with opportunities to share their voices and see/hear their classmates' ideas as well. Using these documents to create collaborative spaces encourages them to use their voices, relate to others, and know that they are not alone in their learning and that they are a part of a community that cares. 

Discussion threads, collaborative Google Slides projects, creative video creation are all ways to promote the interactive learning process. While not every group project may find success online, remember that group projects can be a challenge in-person, too. If we scaffold group assignments and activities, we can forge more meaningful connections among students and will see more successful results. Collaboration should happen during every synchronous class meeting in a small way so that students are prepared for more extensive and more collaborative summative assignments later in the semester. 

Critical Thinking

A common frustration and challenge that some disciplines have faced come with assessments. When students are not in the classroom, they can use Google or their phones to find answers to quizzes and assessments. Multiple-choice assessments, which are used in elementary school to AP classes, are not the most effective way to assess students in a digital learning environment. To test mastery, we want to know that our students see the content and skills that will lead to success later in the course and beyond our time with them. As such, I have encouraged teachers to start to shift how they assess students. Instead of merely using a multiple choice quiz, teachers have begun asking students to answer a prompt on Flipgrid or record a video of them answering a math problem. Students are writing more and clicking less. 

That is not to say that multiple-choice assessments no longer have a place in learning, but rather, we need to find ways for students to apply their critical thinking skills to demonstrate mastery. I love a quick multiple-choice quiz after completing a reading assignment to ensure that students understood the passage's gist! The out of classroom assessment challenge has given me time to pause and reflect. While we shift and redesign our curriculum, the multiple-choice challenge has given us time to reflect on our assessments and their role in student learning. We need to find opportunities to challenge our students to think critically and apply their knowledge. In an online environment, they are in the driver's seat of their learning. We have to give them the keys and the avenues to drive on to stretch their comprehension and understanding. 

Creativity

The final C being challenged during pandemic learning is creativity, which every educator has to exhibit. The traditional learning modalities are not available to us, but the time doesn't stop as a result. We are in a new normal, and while elements of the old routine will come back, perhaps some working environments and technology will be adopted permanently. We are teaching students to communicate, collaborate, and critically think in a digital environment, and to do that; we must foster their creativity. Education cannot be passive; students cannot merely consume facts and dates. They have to be writing the narrative themselves. To amplify their voices, they need to be sharing, speaking, writing, and connecting with others. Preparing them for a post-pandemic economy may necessitate an increased understanding of digital communication and creation skills. Editing videos, writing, and engaging people through various digital platforms will be their reality beyond our walls. Why not find ways to have them teach us a thing or two about how innovative, inventive, and creative they can be? 

Remember, our students, like our own children, are always watching and learning from us. How we tackle the 4C's during pandemic learning is how students will perceive these 21st-century skills and their relevance to students' lives. As my daughters colored, they learned that it is more than okay to fail with technology because while it may not always work as we want it to, we can use 21st-century skills to foster strong relationships and forge new pathways to learning today and well beyond the pandemic. 

Bell Ringers with Intention

My eldest daughter started kindergarten this week. She is learning to navigate Seesaw, how to interact on a Zoom call, and is developing critical literacy skills. I have been amazed to watch her navigate this new digital platform and school altogether and have been so encouraged by her teacher who seems to handle the wilds of kindergarten with students new to the school environment with grace and patience. Remote teaching is so challenging, especially for elementary students, and her teacher persevering through it.

I teach seniors - the opposite end of the spectrum. While we have far fewer technology issues, students are still relatively new to this experience. My school district has recently adopted a new LMS, which several students have used before in one or two classes, but it is still yet another change to which students must adapt. After facing so much uncertainty for the last six months, my students still find themselves walking into numerous unknowns. As a result, building community and challenging students to use their communication skills has been a priority - especially because I teach speech. Communicating is what we do.

As the first bell rings and the first Zoom call commences in the morning, students admit to rolling out of bed and logging onto the call. They are tired, not fully ready to engage, and locked behind screens, which makes speaking slightly more nerve-wracking than normal. Starting my periods with intentionality has been a focus of my first two weeks of remote learning this fall. To begin each session together, I have students participate in a small group warm-up or bell ringer activity designed to break the ice and make students actively think, reflect on their lives, and apply the communicative skill being addressed that week. By tasking students to use their communication skills to connect with others at the beginning of class has led to more energy in the room and fostered an increased sense of community.

The expectation is that students unmute, share, and record what they have discussed in their breakout rooms. Everyone is active, and I am frantically popping from room to room to say good morning, check-in, and welcome them to the start of another school day (Note: I only teach three classes because of my instructional coach position. All of my classes are AM classes). Groups are randomized to make them feel like they know more people in the room and are less inhibited by our current classroom environment. This routine has become a natural part of the cadence of my classroom, and students recognize the importance of being ready to share and collaborate with others. 

So, Steph… what do those bell-ringers look like?

Ironically, I have found my bell-ringers that feel elementary. We created classroom rules for Zoom. We’ve done a counting game, and we even did show-and-tell. While these topics seem simple and more expected in a kindergarten classroom, they took on new meaning, allowed us to be intentional with our conversations and getting to know one another, and made students laugh. Normally, I would not explicitly create classroom norms with students, but we are in a new normal and that conversation opened up to reflect on all of our parts. I created a 360 view of my classroom using Google Maps. To make them feel like they were “in” my space, I challenged them to explore my new workspace and search for all of the inspirational quotes that I have used to make my classroom feel more reflective of my typical classroom environment. And show-and-tell challenged students to get out of their seats, find an object that was meaningful to them, and practice storytelling. Powerful speakers are strong storytellers, and what they shared was inspiring and opened them up to express vulnerability with one another.

I plan to continue to have students participate in these icebreakers because now more than ever, we have the cold feeling of a computer screen that needs cracking each day to help us feel more united. The encouraging news is that once it is dethawed at the beginning of the period, students are ready to dive into their learning.

How can we all infuse digital bell-ringers into our classrooms?


In these activities, it is important to be mindful of the time. They should be short and energy-giving - not draining. Students also need to be held accountable for their conversations. By creating a Google Doc, Jamboard, or a Padlet on which they can take notes or make their conversations visual, they have more purpose and direction to the activity. They are also more likely to stay on task. Since I cannot be in seven breakout rooms at the same time, I have appreciated this type of documentation because it allows me to hear their stories and remember important details about my students' passions, interests, and backgrounds. The key to the document that the teacher makes to hold students accountable is that it must be shareable, editable, and on one page.

Keeping the content to one page has allowed me to monitor student progress with ease. If I notice that a group hasn’t written anything after a few minutes, I can immediately jump into that breakout room and support students. I have been pleasantly surprised by the fact that I have jumped into rooms that were so excited to talk to each other or were sharing such detailed stories that they forgot to record their thoughts. I have also used these documents as a formative assessment, qualitatively measuring student engagement and participation. These insights have already allowed me to target a few students who needed additional support navigating the platform. 

How do we bring a stronger sense of community back to our classrooms?

Through bell-ringers, we have the opportunity to allow our personalities to shine. I am a self-professed nerd who loves inspirational quotes. I am energetic in the morning - too much at times, and I value my students' passions. I share a story with them each time I set up a bell-ringer activity. I model vulnerability and excitement for the day. When they see that it’s possible to feel connected, they will make an effort back. While it may take time to defrost a few students’ apprehensive tendencies toward Zoom calls, we can achieve a greater level of comfortability. Remember, relationships matter more than any mathematical formula, grammar rule, or historical fact. When we reinforce heart before head, their heads are far more open to acquiring new skills or cramming new content. 

While my kindergartener sings back to a screen, I know she already feels loved by her teacher. Do I wish that she was face-to-face with her peers, learning and growing in person? Of course, but that is not the world we live in right now. We will get back there, and when we do, we will have learned so much more about the power of communication and connecting than we ever imagined.

Getting Them Talking (Digitally Speaking)

Will they show up to the Zoom? Will the link work? Or will this be the moment that the internet decides to come to a screeching halt? These are the questions and anxieties that fill me on the first day of school in 2020. Instead of worrying about going to the wrong classroom at the wrong time or forgetting students' names, I am more preoccupied with the connectivity of my technology tools than anything else. I fear the spinning icon that indicates that my device is attempting to connect to the internet. This temporary reality has teachers across the country feeling like first-year teachers again as we are being challenged to rethink and retool our student engagement strategies. 

Take it slow with technology. 

We are teaching in an entirely new format. While we had preliminary experience in the spring with remote learning, we are still relatively new to this environment. This year, there are entirely new standards for delivering content, and the bar has been raised for both students and teachers. We are no longer crisis teaching; we are normalizing distance learning. As such, no matter your comfort level with technology, take it slow. We aren’t required to use ten different web applications and customized breakout rooms on day one. Instead, we should focus on building relationships and getting to know our students. It is okay to talk and challenge students to talk, too. Focusing on familiarizing ourselves with the digital classroom environment can alleviate the pressure of having to know every formative assessment tool. It is okay to walk before we run with technology tools and strategies. Remember, we do not need to implement every new feature in Zoom during the first week. It can provide us with the emotional and mental space to do what we do best - love kids. 

We need to establish Zoom norms and netiquette with students. 

Just like we would establish rules in a physical classroom environment, we need to talk about expectations and etiquette in a digital environment. In a face-to-face setting, I rarely spoke to my seniors about behavioral rules, although I make daily quips about being a good human and making good choices as they walk out the door (physical and digital). Now, I am finding myself opening a dialogue with them about netiquette and behavior on Zoom. This environment is new to them, and it's new to me. Reminding students to mute their mics when they are not talking and leave their video running are essential parts of this new communication model. Nonverbal communication still matters; they have to be intentional. Teaching students to use the emojis on Zoom is also a great way to do formative assessments and check-ins with students seamlessly. Students also need to know how to "raise their hands" and use the chat feature for questions or quick comments. Providing students with opportunities to practice these features and discuss how/why these features matter will make the classroom more interactive. By working together to set standards and create norms, students will feel more comfortable engaging with each other and with me. They will have more confidence in knowing that they are in a safe environment and that their voices matter. 

Establish norms in how you deliver instruction and how to demonstrate mastery, too. Reviewing and sharing the screen is a critical part of delivering content, and it takes longer on a screen. I am continually reminding myself to slow down. Demonstrate, model, and then give them time to access the material. Taking our time at first will pay off later in the semester. When I have used breakout rooms with students in Zoom, I have explained how I want my students to take notes so that I can be in on their conversation even when I am in a different breakout room. Using the same procedure for these notes shaves down on the demonstration time; after a few experiences, it will become second nature. While I am not advocating for using the same tools and procedures every class period, I am noting that there is comfort in routines. Routines set expectations in students' minds and bring a familiarity to the course that allows them to open up, engage, and become more active participants in the class. 

Breaking students into small groups helps. 

Unfortunately, this week, my district learned that preset breakout rooms in Zoom do not work on a Chrome operating system (Teachers are all on Chromebooks). That being said, the breakout rooms still function in manually created groups. Small groups are incredible places for students to learn to be more comfortable talking on screen. When they do not feel like they are under a microscope in a class of 30, they will unmute, relax, and be themselves. Pushing students into breakout rooms, even informally discussing a quick idea or concept, gets them talking. They miss face-to-face interactions and connections as much as we do. By being able to speak with their peers in an informal, smaller setting, they will begin to feel more comfortable. Allowing a few minutes to discuss a prompt also creates a sense of camaraderie that comes from shared experiences. I have started my lessons here and see myself starting my lessons each day with this practice, and even in the first week, I see a positive impact. 

We need to be ourselves.

Starting a Zoom call is still uncomfortable for me. The constant chiming of students logging into the Zoom call and my nerves surrounding a technical glitch ruminate in my mind. Instead of being poised, I try to laugh at myself, make jokes, and say every student's name as they enter the room. Slightly awkward elf-depreciation and embracing my vulnerabilities are part of my personality. Allowing that piece of me to come out on-screen shows students that it is okay to embrace your personality or laugh at the obstacles caused by low connectivity. We do not have to have it all together at every moment, and we might not love the world we are currently living in, but we still can show how we enjoy every moment we share with our students despite the present situation. Talking openly about our feelings, but modeling how to find the positives allows us to forge connections deeper than we realize. While they might be quiet in the full class Zoom conversations, they are watching, and they are getting to know us. They will open up - perhaps today or maybe tomorrow. When we show students our passions, interests, and personalities, they will respond. We can let our love of learning and all things "nerdy" shine.  

As John Green states, "Nerds like us are allowed to be unironically enthusiastic about stuff. Nerds are allowed to LOVE stuff, like, jump-up-and-down-in-your-chair-can't-control-yourself LOVE it." And you know what, John Green, when I see my students on Zoom or receive an email from them, metaphorically jump-up-and-down on screen I will because I love my students, and I am here to listen whenever they are ready to talk.