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Checking In Virtually

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Now that the school year has come to a screeching halt for many students, digital learning and online instruction is becoming the norm. However, in addition to content-specific questions and online discussion threads, educators can also take this time to remotely check in on students’ well-being.

 

It goes without saying that this is a crazy time full of many uncertainties. For children and teens, this global pandemic can be even more troubling, especially since the adults—the ones with all the answers—seem to have no answers at this point. One way that teachers can lend an ear, even if digitally, is to post daily check-ins using a platform like polleverywhere and Google Classroom.

 

With Google Classroom, students are likely already enrolled in their teachers’ courses and may be set up to receive messages from Google when teachers post. Therefore, the process for getting started with daily check-ins is fairly seamless. Teachers can simplify the process initially by creating a Google form that asks students to choose an emoji that represents how they are feeling today. This process takes mere minutes to set up and can provide key insight as to how children are doing at home during quarantine. Educators have many options within Google forms in terms of answer responses. For a simple poll, teachers can ask the following questions:

  • Using the rating scale, rate your level of comfort/understanding of the poem I posted yesterday.
  • Using the drop down options, select the emoji that corresponds to your mood right now.
  • Did you have enough food to eat today, yes or no?
  • Based on our digital packet, which concept are you finding to be the most difficult? Select all that apply from the drop down menu.

 

If teachers want to get more of a detailed response from students, they can select the “short answer” option in Google forms when asking for responses. One idea for teachers to check on students’ emotional well-being is to utilize the short answer function. Ask students to list their pit and peak or rose and thorn of the day. In essence, teachers are aiming to identify what is going well at home and what students may be struggling with more specifically. Google also provides options for teachers to provide an example of their own response. This allows students to see that everyone is in this together—we are all experiencing highs and lows while schools are closed.

 

Furthermore, educators can then use this data to reach out to students or families directly who may be struggling more significantly. Whether due to a lack of resources or the emotional impacts of isolation, teachers can relay these concerns to school administrators and/or community members to provide necessary resources and aid to families based on their needs.

 

Another way to utilize these web-based platforms is to open assignment threads to allow students to post back and forth to one another. Some English teachers are finding that they are still able to practice book talks and literature circle conversations during the school closures using these features.

 

A word of caution, since teenagers will be teenagers, especially when cooped up at home—teachers should set clear guidelines for participation. Make sure students know that their posts will be viewed by all members of the Google classroom and that the instructor (teacher) has the option to revoke any individual’s posting privileges if necessary. Finally, ask parents to join in the classroom discussion threads, posts, polls, etc. Google Classroom has an easy option to “invite guardians” through MCPS, so with one click, parents can join in the discussion as well!

Remote Learning: Making Use of Time at Home During School Closures, Part II

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As discussed in part one, the COVID-19 pandemic is like nothing today’s younger generation has ever experienced. Mass school closures may initially seem like a cause for celebration for many students. Yet the fact is that this pandemic, now deemed a national emergency, will have lasting effects. This is especially true for school-aged children and teens, who will now be missing out on hours upon hours of instruction and learning. In addition to setting up routines at home to maintain some semblance of normalcy, families will want to get creative when it comes to in-home learning as well.

 

Foreign language study

Just because schools are closed, that doesn’t mean that students’ language acquisition should hault indefinitely. Apps like Duolingo allow students to brush up on their foreign language skills, or begin to learn a new language altogether. The app is free and easy to use due to intuitive, game-like format.

Parents can also help bolster foreign language acquisition by selecting age-appropriate foreign films or movies with subtitles for the family to watch together.

Want to ditch the screens? Plan a bilingual scavenger hunt around the house using post-it notes. Label household items incorrectly and challenge your kids to correctly place the post-its using their language skills. For instance, if el baño is posted on the basement door, kids would need to move it to the bathroom door before moving onto the next sticky note.

 

Social studies 

For obvious reasons, many spring field trips have had to be cancelled, leaving students disappointed. One possible solution to these cancellations is to try virtual tours of the museums, galleries, landmarks, etc. Of course, the experience will not be entirely the same, but the sense of learning through exploration is still there. In addition, many locations utilize interactive platforms for students to truly immerse themselves in the information. Engaging options include Guggenheim Museum, The MoMA, The Louvre, Smithsonian National Museum of Natural History, The NASA Space Center in Houston, a moon tour via Google Earth, and any number of zoo cams around the world.

 

Now is also a great time for indulging in some documentaries for additional explorative learning. Beyond the content itself, which will undoubtedly provide information, older children and teens can identify and discuss persuasive techniques and other specific documentary film tactics. It may be beneficial to discuss the subjectivity that often emerges within the genre and how that impacts us, the viewers.

 

Science at home

Simple science experiments help to pass the time while introducing kids to the many engaging aspects of science.

  • Add heavy cream to a jar, tightly seal, and shake vigorously (for a span of 10-30 minutes) until butter begins to form. Kids will be amazed to watch as the cream solidifies. They can also flavor their homemade butter with sea salt or a drizzle of honey!
  • Create your own invisible ink using lemon juice and a q-tip. Kids will be amazed to see their secret messages when they hold a paper up to a lightbulb or other heat source.
  • Take a blind taste test, but with a tricky twist! Ask your child to hold his or her nose while tasting the everyday items, such as peanut butter, honey, salsa, chocolate chips, yogurt, etc. They will be amazed at how difficult it is to identify some of their favorite foods when their sense of smell is impaired!

Remote Learning: Making Use of Time at Home During School Closures, Part I

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State-wide school closures for an extended amount of time due to a worldwide pandemic is truly unprecedented. Families, school systems, and entire communities are now in a position like we have never known before. Aside from the logistics involving everything from last-minute childcare to methods for providing meals to local FARMS (free and reduced-price meals system) populations, many folks are left wondering about the academic ramifications of these indefinite school closures. Similar to “summer slide,” when students are known to experience academic regression while out of school for the summer months, these sudden weeks without instruction could undoubtedly pose academic issues for students. Some districts are utilizing online platforms to deliver content digitally to students at home, while others are rushing to provide supplemental course packets that students can complete at their own pace during the extended closure. Whatever the case, families will want to ensure that certain steps are taken so that learning continues, even when school is not in session.

Set up a routine

Many students (and teachers) view this sudden shutdown as an excuse to go into vacation mode. Tempting as that is, stopping everything to “hibernate” at home is ill-advised, even during this time when we have been instructed to practice “social distancing.” Being stuck at home should not necessarily mean that children and teens grow accustomed to day-long Netflix binging in pajamas on the couch. Parents should set the expectation early on that some of this time out of school is still going to be used for learning. Some suggestions include the following:

 

  • Maintain the expectation that certain times of the day should be “screen-free,” meaning no smartphones, video games, television, iPads, or computer use.
  • As an alternative to technology, encourage kids to try a different hobby, like reading, journaling, coloring, yoga, knitting, baking, gardening, etc. Teen and adult coloring books, Legos, paint-by-number and toy model kits are all solid options for quiet, screen-free entertainment. In addition to revving one’s creativity, these activities help to develop fine motor skills, dexterity, patience, focus, and attention to detail.
  • Suggest that children help out with meal time and/or the cleanup after dinner. Seeing as everyone’s schedule has likely opened up, with regard to school, sports, and extracurricular activities, now is a great time to set up a routine for family meal times.
  • Imbed some physical activity into everyone’s daily routines as well. Obviously, the gym and fitness classes are ill-advised due to suggestions to practice “social distancing.” However, families can take evening strolls around the neighborhood, walk the dog each morning, jump on the trampoline, mow the lawn, etc.
  • To stave off the eventual boredom, families will want to think about organizing evening routines and activities as well. Maybe try Monday movie nights, take-out Tuesday, speed walking Wednesday, etc. The key is to have something to look forward to each day, especially since many fun events for kids, like field trips, weekend excursions, birthday gatherings, sleepovers, and team sports have been cancelled.

Word Choice and Why it Matters, Part II

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As mentioned in part one, word choice plays a crucial role in a student’s ability to express himself clearly and specifically. It goes without saying that more is more when it comes to vocabulary. Aside from bringing back the word wall, teachers and parents can add subtle practices to everyday routines to help children and teens to develop their vocabulary skills and advance their word choice skills.

 

How was your day?

I have very vivid recollections of my parents asking me this routine question when they got home from work every day. My response was always equally bland: “good.” Instead of reciting this practically robotic exchange, parents can help children build their vocabulary by raising their expectations—meaning that we should no longer accept “good” as good enough.

 

Prompt your child to be more specific in her response by asking follow up questions. Discuss how “good” can mean any number of things—what, specifically, was good about the day? Did you read something inspiring? Did you have a pleasurable time during recess? Was your lunch scrumptious, or simply palatable? Was there anything particularly intriguing about your science lab? Each of these terms adds a level of specificity to your child’s claim, but you will likely need to provide examples of how to use these words in advance. Increasing the frequency in which you use these elevated vocabulary terms will greatly benefit your child’s understanding simply by exposure.

 

Similarly, if you find that your child’s day was “not good,” consider the following questions:

  • What aggravated you about school today?
  • Were you perturbed at anything in particular?
  • How can I help elevate your mood?
  • Ideally, what would you have changed about your day?

 

Again, be sure to provide context when using these terms so that your child begins to understand how they are being used and in which scenarios they are most applicable. The more you can relate the new words to familiar words, the easier it will be for the new vocabulary to move into your child’s lexicon.

 

Prefix/Suffix study

Studying Latin roots is not exactly standard in the elementary classrooms; however, prefixes and suffixes, when taught in connection with everyday language, can help with students’ abilities to decipher unfamiliar terms more seamlessly. For example, begin with something familiar, like the word subway.  A subway is a form of underground transportation—sub meaning under. If students know that consciousness involves one’s awareness, subconscious can be quickly understood to mean under or beneath one’s consciousness. If something is described as sub-par, par meaning the standard or average, students will be able to explain sub-par to mean below standard or below average. Similarly, subtext, quite literally and figuratively can mean below or beneath the text. Provide students with an example to help solidify their understanding. For example, “You DON’T need to study to get into that school.” The subtext, or unspoken message of that statement, is that that particular school is easy, low-risk, and not academically competitive. Again, for students to truly absorb the new vocabulary, they need repeated exposure, connections to existing or familiar terms, and clear context to ground their understanding.

Modifying Test Questions

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In special education, the term “modification” typically means something very different from the term “accommodation.” Both involve some form of adaptation to material or instruction in order to assist students with specific learning needs. Modifications, however, are elevated forms of assistance in that the learning goals for the student are actually changed or modified. However, the suggestions for modifications outlined below do not change the learning goal at all. Instead, these are simple suggestions that teachers can implement on assignments and assessments to allow students with special needs optimal opportunities to express their knowledge and/or skills.

  • Creating a word bank that students can use as a resource on an assessment helps to ensure that issues with memory recall, spelling, dyslexia, etc., do not interfere with the student’s ability to demonstrate his knowledge of vocabulary terms or concepts. A word bank also allows students the opportunity to cross off or eliminate answers as they progress through the questions, helping to visually limit answer options. This strategy is especially helpful for students with testing anxiety or executive functioning challenges.
  • Chunk fewer test questions per page to help minimize the text presented to students. Again, this strategy helps to keep testing nerves at bay since limited text per page is less intimidating. Fewer questions per page allows for greater white space and larger margins, which help to ensure that students do not inadvertently skip or overlook a question.
  • Provide definitions for concept terms that are not being tested to ensure that complex vocabulary, unrelated to what is actually being assessed, does not impede the student’s ability to answer the question at hand.
  • Reduce the number of answer options for multiple choice questions. This strategy helps to visually streamline the questions and help students narrow in on correct responses without the unnecessary distraction of numerous answer options. Instead of having an A, B, C, D, and E, consider limiting multiple choice answers to 3-4 options. The student is still demonstrating her knowledge of the content; the opportunity for error is just slightly reduced.
  • Use underlining, italics, or bold font to indicate an important term or crucial section of the passage. This visually draws attention to key concepts so that students can easily refer back to them in a lengthy text without getting overwhelmed by searching. Since many students struggle with short term recall, skimming while rereading, and isolating key details from superfluous information, the visual cues reduce the impact that these obstacles might present. In doing this, teachers are not providing answers—they are simply helping to highlight key points to clarify what the question is actually asking.
  • For written responses, teachers can help reduce stress on students by providing a grading rubric, which specifies how their written response will be evaluated. If spelling, grammar, and punctuation are not part of the learning objective, be sure to clarify that to students so that they do not get too hung up on perfect spelling. Keep the directions for the prompt or response simple and direct. Abstract or nuanced language can derail any student, but especially those with learning challenges.

Math Anxiety

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As much as my English-oriented brain would hate to admit it, math skills are crucial for functioning in the adult world. This means that, no matter one’s personal distaste for the subject, mastering basic math skills will become a necessity at some point. Those lucky left-brained thinkers, who tend to have more of a knack for computation, analytical thinking, and logical reasoning, relish in their ability to master mathematical concepts. However, psychology research states that nearly 20% of American adults suffer from high levels of math anxiety.

If math anxiety persists over time, adult tasks such as managing time, budgeting money, organizing itineraries, following directions/recipes, remodeling a space, and even shopping can prove difficult. Therefore, it is important that students learn early on about growth mindset and methods for improving their math skills.

Mindset

Math anxiety is often a result of continued negative experiences involving math or the use of related skills. A student who repeatedly struggles with calculations begins to internalize those difficulties and associate the struggle with their own perceived inability to perform. Almost like a self-fulfilling prophecy, these students may develop a fixed mindset about their math skills, meaning that they will believe that they will never be good at math.

Teachers and parents can combat a fixed mindset by discussing the damage that negative self-talk can do. A child who constantly says, “I’m bad at math,” “I’ll never understand this,” or, “It’s too hard for me,” is only solidifying this notion of failure. Instead, model phrases that promote a growth mindset when children are exhibiting math anxiety. Phrases include:

 

  • It’s challenging, but I can do it.
  • I’ll try again.
  • Effort never fails.
  • My mistakes help me understand that I need to try a different strategy.

 

Consider mixed grouping 

When working on math concepts in the classroom, one positive way to reduce math anxiety is to utilize mixed grouping, meaning each group should include a heterogeneous mix of students based on their math capabilities. Varying the groups this way allows students to support one another in a low-pressure, collaborative setting. The higher achieving students are given the opportunity to lead, explain, strategize, and encourage. Simultaneously, the lower achieving students are able to practice their skills with peers and watch how students are successfully approaching math problems. Additionally, students who require more support are given the opportunity to take their time and ask questions in a smaller setting, as opposed to putting themselves on the spot for the whole class.

Use hands-on approaches

Another way to combat math misery is to front load the concept with fun. For instance, if children are beginning to explore fractions, the concept can be abstract and daunting. To ease anxiety, break out the baking supplies and show children how fractions are visually represented. Measuring cups provide a hands-on method for working with fractions. If children want a super chocolatey, chocolate chip cookie, present them with ½ cup of chocolate chips and ¾ cup chocolate chips. Ask which fraction is greater? Finished baking? Slice a cookie into fourths and eat one of the fourths to demonstrate subtraction.

Organization Part II

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Certainly organizing one’s time is an essential skill that students will need to acquire as they progress through their education. However, equally important is the ability to organize one’s necessary materials. Think about it—what good is the knack for time management if the product, assignment, or project goes missing?

Encourage organization with color-coding

Color-coding is a helpful study tactic that helps students maintain focus and narrow in on the essential information. Of course, any notes are helpful for exam review, but notes that are organized by color are especially beneficial for categorizing and committing information to memory.

Aside from using multiple highlighters and different colored post-it notes, students can also use colored folders, lined notebook paper in different hues, and different binders to quickly and easily organize materials by subject area. Multi-colored dividers are another easy method for keeping notes organized by course, date, etc.

A good rule of thumb, especially for forgetful children and/or the organizationally-challenged, is to create a homework folder that is unmistakably unique and distinguishable. Choosing a neon-colored or wildly-patterned folder for taking homework to and from school will mean that it is less likely to be left on the kitchen counter or mistaken for another school folder.

Consider using the homework folder just for daily homework assignments, with the left pocket being the “turn in” side and the right pocket being for “to-do” items. This allows students to easily find the homework they need to complete and quickly retrieve the homework they need to submit.

The biggest aspect of the color strategy for organization is consistency, so if the blue folder and binder is for math work, keep it that way throughout the school year to avoid misplacing things.

Utilize the materials purposefully

This will sound obvious, but many parents would be surprised to see just how quickly organizational skills can begin to fly out the window when students hear the dismissal bell. Instead of shoving papers and materials into a half zippered binder in an effort to sprint out the door, teach children to make use of the pockets, sections, and binder rings for keeping materials in their rightful spots.

Teachers can assist with this, especially with younger learners, by pausing in the final few moments of class to allow students to wrap up and organize any loose papers or materials.

Another teacher tip to promote sound organizational practices is to make sure that handouts are hole-punched every time. This is another obvious suggestion, but papers without holes are begging to be misplaced, dropped, or forgotten. Similarly, having a stash of reinforcers, the hollowed circle stickers to cover a torn hole punch, will help to ensure that even ripped papers are organized and secured appropriately.

Consider keeping a shared Google document for each child’s many, many educational usernames and passwords. This might include access info to their school email account, library username, Noodletools account info, Quizlet flashcards, etc. Not only will parents be able to access school work and monitor screen use for safety, but the automatic saving feature in Google docs ensures that passwords are saved when added or updated.

Organization Part I

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Getting organized is one thing—staying organized is an entirely different story for some people. Many “type-B” folks, myself included, focus more on the whole picture, but fail to give much time or energy to the finite details to get to that end goal. The lack of these skills can prove to be a real hinderance to productivity and success; however, there are many ways to improve organization during this busy time of year.

  • For regularly-occurring tasks, like picking out outfits, showering, doing homework, or packing lunch,
    complete the tasks at the same time, in the same order every day to avoid getting distracted or missing a step. For instance, when a teen packs his gym bag, he should follow the same process every time, putting socks with sneakers, T-shirts or necessary uniforms, etc. You are less likely to forget an essential item if you’ve developed a routine for packing.
  • To maintain even more organization, decide which tasks can be accomplished in the morning versus those that should be done the night before. For example, picking outfits out the night before will avoid the last-minute manic search for “that one particular shirt” that may still be in the dirty clothes pile.
  • For those of us that are especially forgetful, it could be beneficial to use a checklist or personal reminder of necessary items for the day. With many children and teens carrying smartphones, one advantage of being dialed in at all times is that calendar apps and push notifications can help keep everyone abreast of the day’s activities. Parents can even help by setting recurring reminders of important things that occur daily or weekly on their child’s phone. Then, syncing everyone’s Google calendars makes everything that much more organized.
  • Placing essential things for school by the door the night before will reduce think-time and anxiety in the morning. It also helps to ensure that the item makes it to school by having to physically step over it or pass it on the way out the door in the morning. This is especially helpful when items are not the usual day-to-day necessities. For example, a talent show costume or lacrosse stick has a way better chance of making it to school if it’s hung by the front door than if it’s stashed upstairs in the closet.
  • Plan for and maintain an organized work space. For some, the kitchen table is best, while others do better studying on the Whatever the preference, establish an environment that is easy to access, free from distractions, has a flat surface for working, has space for books/materials, allows for charging a computer if necessary, and has ample light.
  • When working on homework or projects, an organizational technique that many overlook is to arrange all necessary materials up front before starting to study. This not only acts as a visual reminder of what needs to be accomplished, but it also ensures that focus is not broken by having to dig through a book bag or desk to find something.
  • Parents can assist with keeping students organized by making sure all necessary materials are in the workspace. All school materials should be in the room and out of the book bag. All homework should be taken out and organized on a flat surface by priority and due date. Additionally, for nights when many assignments are to be completed, an agenda is highly recommended and should be placed within eyesight.

Phones and other technology devices should be out of reach and out of sight to avoid any unnecessary distractions. The calculator app on a computer should be used instead of the phone to avoid the temptation of reaching for the phone and getting sidetracked.

Tips for Time Management

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Regardless of a student’s eventual career path, time management skills are bound to be a necessity. The ability to manage one’s time is sometimes a skill acquired from trial and error, but it doesn’t have to be this way. Students don’t need to miss a deadline in order to learn better time management skills for next time—it is all about proactivity and planning.

Track your time

We typically experience the stress that accompanies a time crunch when we have allowed necessary tasks to pile up. Instead of continuing the cramming and crashing cycle, bad habits involving procrastination can be broken by familiarizing ourselves with our own pace of work and following a schedule based on those timeframes. Therefore, being aware of and proactive about your workload is the best defense against procrastination.

  • Identify your weekly or regularly occurring tasks; any long term project or ongoing task should be listed.
  • For a week, track the exact amount of time that each task requires on a daily basis, including a 10-minute buffer for miscellaneous interruptions.
  • After tracking for the week, identify a rough average for the amount of time each task takes per night. Include a 20 to 40-minute cushion for nights that you know a task might require more time.
  • Use this as a guide for planning the week’s homework time, including time for studying and/or reading.
  • Establish an approximate dinner time and set bedtime, especially for younger children, which can help families manage the schedule and stick to allotted times for weekly tasks.
  • When extracurricular activities, family events, doctors appointments, etc., come into the picture, the approximate allotted time for homework and projects helps to configure the rest of the week’s schedule, almost like a jigsaw puzzle.

Rules of Thumb

  • Encourage children not to spend more than 30 minutes on an assignment—if an assignment takes more time, parents should document how long it took to complete and what made it time consuming.
  • Extended time spent on homework may be something worth discussing with the teacher, especially for children with an IEP or 504 plan.
  • Take short breaks every 20-30 minutes while working to maintain motivation.
  • Identify an incentive that will occupy you for a limited time (no more than 5 minutes, such as a short video clip, song, timed game).
  • Break frequency and length may vary depending on frustration level, time on task, and work
  • A short walk to get some water, use the bathroom, or take a stretch may be necessary and more beneficial for those who struggle with resetting their focus after a break; keep the breaks short to maintain a level
    of focus.
  • Avoid skipping around from assignment to assignment until you’ve fully completed something or have come to a reasonable stopping point.

LE Does It Best: How To Make the Most of Tutoring Time

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As discussed in part I, the educators at Learning Essentials (LE) are fully committed to helping every learner achieve his or her goals. The adage, “It takes a village,” truly grounds our methods and mindset around education. We believe that, with the help of our “playbook,” students and families experience academic support through collaboration and communication. Below are just a few of the ways in which LE tutoring sessions incorporate best practices.

  • Before learners are matched with a tutor, the executive director will conduct an intake meeting to assess the student’s learning style, preferences, strengths, and areas of need. This allows for the creation of a comprehensive learning plan, which will ensure that the best supports are put into place from the start. 
  • While we do not diagnose specific learning disabilities, our team is equipped to observe students’ learning profiles and connect families with the necessary professionals. We aim to ease the stress and confusion surrounding unique learning needs by providing academic tutoring, coaching, brain camps, parent workshops, and academic consulting. 
  • With collaboration from parents and any other necessary supports (teachers, pediatricians, behavior specialists, etc.) the team at Learning Essentials will develop learning goals and an academic “playbook” for the student. This playbook is a uniquely individualized approach to ensure that each learner receives customized instruction to work towards his or her personal best.  
  • Our advanced-degreed, highly qualified educators will work to provide learning support for any and all areas of need through one-to-one tutoring sessions. We address every aspect of a student’s educational needs, from medical needs and learning disabilities to psychological referrals and communication between the schools and families. It is always our goal to advocate for each learner and help him or her to simultaneously develop autonomy.
  • Because communication is a best practice for student success, parents are not only part of the initial collaboration, but are also thoroughly kept in the loop after every tutoring session. LE tutors will submit detailed reports about the session goals, materials used, visible progress, and plans for next steps. With parent permission, tutors are also encouraged to communicate with the child’s teachers to ensure full support by adapting materials and differentiating instruction to meet the student’s unique needs.  
  • Unlike traditional tutoring services, LE tutors strive to not only address academic and study skills, but also to provide learners with methods for boosting motivation and develop an intrinsic desire for learning independently. We essentially aim to empower students by “training” them how to learn.
  • Because the LE team is comprised of educational professionals, such as certified MCPS teachers, case managers, educational psychologists, language-based experts, experts in executive functioning, literacy coaches, and applied behavior therapists, we are able to fully support families with cutting-edge methods for instruction and research-based strategies to develop creativity, confidence, and positive study habits.
  • As part of our approach for consistent communication, LE will not only work to help students reach their learning goals, but will also evaluate and discuss progress along the way. In measuring progress, tutors are able to modify and adapt instructional techniques and strategies as a best practice for learning. By individualizing each “playbook,” students’ needs are addressed in a personal but fluid fashion, allowing for flexibility and creative approaches to learning.