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I have given all of my students my email address to ask me any questions. The full remote students get their Music assignment weekly on Wednesdays. I see my In-person and hybrid students every week for 40 minutes, and on Wednesdays, there is also a rotation, so some classes get music 2x a week. We have an ABCD rotation. If we go full remote, I want to give office hours.

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I will ask the class a question, try to give them think time, and then they   tell a person next to them (6 ft apart)  their answers.  After that, I ask individually who would like to share with the class.  They also have done Quaver activities on their chromebook on their own and I will assist those who need help.

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For Synchronous, we have been doing the steps to get to Quaver Street and the Quaver Student dashboard together.  Also, I have been showing the kids activities in the Quaver dashboard and the class watches while people take turns doing Quaver activities, like the bell game.
This way, they know how to do it later on their own.  We also played the matching game in the Metro Tunnel on the big screen together and took turns matching the composers and instruments.  I sanitize in between.  The first and second graders have done a lot of body percussion movements together.

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I do offer time for office hours for the classes I see blended and remote. I only have so much time available in my schedule though. Usually on Wednesdays and Fridays. I let the students know in all my videos how to get a hold of me and that I am available. 

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I do offer time for office hours for the classes I see blended and remote. I only have so much time available in my schedule though. Usually on Wednesdays and Fridays. I let the students know in all my videos how to get a hold of me and that I am available. 

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I do think time, turn and talks with their neighbors to let students have a chance to work together to create and learn. I also provide differentiate instruction for those few students that need extra help on certain content. I typically will have asynchronous things for the whole class to do on their chromebooks or something, that gives me time to pull kids for additional help. 

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I do think time, turn and talks with their neighbors to let students have a chance to work together to create and learn. I also provide differentiate instruction for those few students that need extra help on certain content. I typically will have asynchronous things for the whole class to do on their chromebooks or something, that gives me time to pull kids for additional help. 

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Right now for my synchronous class meetings I am working on movement, body percussion, and some instruments that can easily be cleaned like rhythm sticks and eggs. I think most of us are doing similar things. Being on a cart, not being able to sing as well, has really limited the kinds of lessons or instruction I can do. We are also learning a lot of theory. I hope to start incorporating their chromebooks more with quaver to do some creatives and individual performances soon in the future. 

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Right now for my synchronous class meetings I am working on movement, body percussion, and some instruments that can easily be cleaned like rhythm sticks and eggs. I think most of us are doing similar things. Being on a cart, not being able to sing as well, has really limited the kinds of lessons or instruction I can do. We are also learning a lot of theory. I hope to start incorporating their chromebooks more with quaver to do some creatives and individual performances soon in the future. 

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Most of my teaching is face to face right now so I see the students on a regular basis. If we have to go full remote at any point, my plan would be to have grade level office hours to check in with students and keep that relationship going.

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Most of my teaching is face to face right now so I see the students on a regular basis. If we have to go full remote at any point, my plan would be to have grade level office hours to check in with students and keep that relationship going.

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This is difficult and a constant struggle for me. I feel the time crunch during every class. It's especially hard with my blended students that I only see once a week and "hope" they complete the asynchronous lesson while remote.

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This is difficult and a constant struggle for me. I feel the time crunch during every class. It's especially hard with my blended students that I only see once a week and "hope" they complete the asynchronous lesson while remote.

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Right now all my class meetings take place with my face to face students. I have not had any class meetings with the full remote students. Not sure how I would fit that into my schedule...

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Right now all my class meetings take place with my face to face students. I have not had any class meetings with the full remote students. Not sure how I would fit that into my schedule...

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If we go full remote, I hope to be able to join the classroom teachers in their class meetings so I'm not trying to schedule another meeting for the students...uh, parents to remember.

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I join each hybrid class in their google meet.  Until we are full remote - that's the model I'm using.  

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I join each hybrid class in their google meet.  Until we are full remote - that's the model I'm using.  

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I'm just now, based on some pre-testing and a unit one test score, doing some differentiation within my classrooms.  For the kids who are at or above level, I would plan on having an activity for them (asynchronously)  while having some face time with my lower kiddos (synchronously)

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I'm just now, based on some pre-testing and a unit one test score, doing some differentiation within my classrooms.  For the kids who are at or above level, I would plan on having an activity for them (asynchronously)  while having some face time with my lower kiddos (synchronously)

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I've been offering 'office hours' to the hybrid students.  So far only two teachers have taken advantage of this.  I suspect that while I'm seeing them in person once a week, those interactions will be lower.  Once remote kicks off?  I hope/plan on having office hours unique to each class/grade level.  If for nothing else but to briefly socialize and say hello; to connect with my students.

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I've been offering 'office hours' to the hybrid students.  So far only two teachers have taken advantage of this.  I suspect that while I'm seeing them in person once a week, those interactions will be lower.  Once remote kicks off?  I hope/plan on having office hours unique to each class/grade level.  If for nothing else but to briefly socialize and say hello; to connect with my students.

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I currently do not have office hours but my contact information is in my Virtual classroom and I encourage students to email me, as I will respond as soon as I can.

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On our review days I have the information in my Virtual Classroom and the kids can work at their own pace.

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On the first day we meet in the week we have a lesson. On the second day we meet we have a review/enrichment day. The kids are on their chromebooks or working independently. On the independant days I go student to student and check in with them.

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I

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I have not set up office times, nor have I had parent contact from the remote community. My schedule is full most days throughout the week with in person instruction.

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I found it to be effective when I give students a moment to think to themselves about a concept before having them share their thoughts with their neighbors (while social distancing).

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When I meet my classes in person, I found that students really enjoy playing on instruments, so I've done activities that use instruments that can be easily sanitized, such as rhythm sticks and egg shakers. I have not been providing synchronous remote content.

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I am in a similar teaching assignment as Melodee. I have not carved out specific office times other than before and after school as in the past. My schedule is full with the instruction for our on campus and blended students. The Quaver resources that I am providing through my virtual classroom for remoter and blended students are open ended. Students and parents can contact me using Google Classroom or my website.

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I have not set up office hours, as we just changed our school specialist schedule this past week.  To busy with on campus classes, and I don't have any  "open" slots like  I did when school started.  I will have to carve out sometime, somewhere.

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I have posted my contact information on my Bitmoji Classroom and my Google Site. I have not set specific office hours, but I also have had very little parent contact from the remote model community.

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I have given small group discussion time for older grades about concepts and then brought it back into full group discussion. I want to find some activities that can be played in small groups while maintaining good safety protocols.

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For my class meetings, I have been spending a lot of time figuring out ways to make music that doesn't involve singing or many instruments. I have begun introducing instruments that I can easily sanitize, like egg shakers. I am not providing any synchronous digital content.