# data[].attributes.body
Using fun games to increase relationships.

# data[].attributes.body
Having the time to increase relationships with students.

# data[].attributes.body
Many times my kids pop into the camera. I think kids like that because they see that I am also juggling and my kids are also juggling distance learning.

# data[].attributes.body
I still have students that have very inconsistent attendance. A couple that don't come at all, and a few that come sporadically and never stay a full day when they do.

# data[].attributes.body
Engaging/addressing students with poor attendance

# data[].attributes.body
Adding more Zoom games

# data[].attributes.body
Saying each student's name in the morning. They perk up and love turning on their mics to say good morning back.

# data[].attributes.body
It can be hard to read the emotional level and energy of children through the screen.

# data[].attributes.body
I say good morning to each student every day and they can say good morning back or wave. I allow them time talk in the morning as well. They like that. If a student needs it, I will meet with them privately during independent work time. I also try to do artistic activities together where we listen to music while drawing/painting. They love this and tell me so.

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Weekly Monday Check in. Daily slide show of the days lesson with all the links, relieves anxiety for those that continue to have internet issues. They know what we are doing even if they cannot get into the zoom.

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Cameras always off and lack of buy in.

# data[].attributes.body
Welcoming students by name when they enter. Daily "Would you Rather?" as morning opener.

# data[].attributes.body
Using feeling faces to see how students are doing and using Google slides to connect to personal likes in the classroom.

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I loved all the Zoom games! I made a list that is doable in TK and I am excited to try them tomorrow.

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I like show and tell because you get to know the student's likes. I also like scavenger hunts because it builds community seeing what others brought.

# data[].attributes.body
I miss my kiddos in the physical classroom. There is more of a connection and "buy in".

# data[].attributes.body
Welcoming each student by name, using compliments, and asking about their lives has really been working for me.

# data[].attributes.body
Have we as a district, found the older generation of chromebooks that have bugs with Zoom that make audio/mic diifcullt or prevents audio/mic
Also I hope these concerns continue when we return as a school. I find these issues are the same in the class as they are in distance learning but are just magnified because now students are independent in distance learning.

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Breakout EDU, YOUTUBE, Pandora, All Google tech tools, flip grid, Seesaw, Podcasts,

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Developing mindset and developing character traits like accountability and responsibility .

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Using zoom games and giving time for open chat aka Chat Parties!

# data[].attributes.body
Using agendas and parts of the lessons as the background, and also using more and allowing time for the fun collaboration strategies.

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Having the Jeopardy board (No Cameras On), through the surveys I understand their reasoning. I do not agree with it by understand. However having a camera off and not communication with other students and myself is frustrating. How to get students to understand accountability and responsibility for their learning.

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Welcoming students by name when they come into class (Zoom), surveys with google forms for both my needs and their needs, read alouds and podcast with responses in chats

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Many students don't have reliable internet, even with a hotspot.

What to do about students who do not do the work- they will not be prepared.

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Chat box monitor and polls.

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Cameras off. Trying to find the balance!

# data[].attributes.body
Taking time to for our "Chat Box Chats" where the students answers a simple questions and reply to each other.

Also, greeting students by name.

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Kids who are not completing work will not be prepared for next year.

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whiteboard.fi for 60 second sketch, padlet, nearpod lessons for SEL,

# data[].attributes.body
I am concerned about students who are logged-in to the Zoom meeting, but participate or respond to me when I ask them something. Sometimes I just ask them to say hello or goodbye, but I still get no response. I am also worried about students who do not complete any of the assignments. I am in contact with parents, but the work is still not being completed.

# data[].attributes.body
I will look into some of the Zoom games. Before winter break I tried pass the pencil, but everybody's screens have different arrangements, so I had to scrap that.

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Chat monitor, meeting one-on-one with students while others are working in breakout rooms, and pole or google survey to check-in/check-out.

# data[].attributes.body
Students who don't have their cameras on. I am trying to be sensitive to this and just keep encouraging them without being too forceful.

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I greet students by name each time we start a new Zoom meeting.  For those that join before we are ready to start, I ask if there's anything they want to share.
I have started using Kahoot and Quizizz more to review concepts and also just for fun.

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I have play along tracks, that I have linked to the canvas page so they have a play along track when they play their instrument outside of band class.

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I think in some cases staying positive, not a bout the music class but overall. The rise in cases I think has the students (or at least some) on edge.

# data[].attributes.body
If a student wants to try playing alone I will do that. I have not really asked students to play completely alone yet. If I ask a student to play I let them know I will play along as well. If a student wants to try solo, they have been good about asking.

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Having fun in the class is an important thing to do when possible.

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I could not get my camera to work on flip grid first of all. What seems to work with the band students is that I usually play with them, and always play a new sound or line in the book first at least once.

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Some students may already have a 'bad' attitude about Distance Learning that they have because of the emotional stress of the pandemic or they are reflecting their parents' attitude about distance learning.

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Our principal tried the pencil one, but it didn't work because our tiles aren't the same on each computer. There must be, however, some other Zoom type game to do now and again...

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I think it is important to try to have fun with the class. I have been keeping my camera on during dancing brain breaks every now and again so the kids can see me dancing away too.

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I have been challenged by the black boxes and not being sure if a student is there or not. I have found that even if they are there, they can be engaging with something else on another tab.

# data[].attributes.body
I have been working on using some of those things learned in that past few years Pam Huthinson.

I have been doing estimate 180, 3 act tasks, and esti-mysteries with a lot of collaboration from the students in break-out rooms.

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I am concern about the transition from online to live instruction  

# data[].attributes.subject
I am concern about the transition from online to live instruction  

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Kids who are nearly impossible to get through and communicate with. The parents think their students are completing work when they are not. 

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Kids who are nearly impossible to get through and communicate with. The parents think their students are completing work when they are not. 

# data[].attributes.headline
Zoom polls and Google Forms have proved to be very effective. 

# data[].attributes.subject
Zoom polls and Google Forms have proved to be very effective. 

# data[].attributes.headline
Not sure if there is an answer to this, but how to deal with students who never respond to in-class discussions. 

# data[].attributes.subject
Not sure if there is an answer to this, but how to deal with students who never respond to in-class discussions. 

# data[].attributes.headline
I want to try some of the Zoom games from this presentation!

# data[].attributes.subject
I want to try some of the Zoom games from this presentation!

# data[].attributes.body
I feel helpless as if students are listening in class. If students have questions, they may be too scared to ask.

# data[].attributes.headline
My MVP is a Mood Board because all it asks is for students to simply enter a number. 

# data[].attributes.subject
My MVP is a Mood Board because all it asks is for students to simply enter a number. 

# data[].attributes.headline
My students love MOOD BOARDS! It is a single slide of GIFS of a popular TV show and they select which one they relate to in that given moment. 

# data[].attributes.subject
My students love MOOD BOARDS! It is a single slide of GIFS of a popular TV show and they select which one they relate to in that given moment. 

# data[].attributes.headline
Kids who are not logging in and parents who don't seem to care.

# data[].attributes.subject
Kids who are not logging in and parents who don't seem to care.

# data[].attributes.body
I have a student who was placed in foster care in the beginning of the school year. His behaviors have have become an issue in his new foster home and I have found it challenging supporting him. I have been working on building an emotional connection with him first.

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I enjoyed the conversation starters google slide and I am excited on using it in over zoom.

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Every Monday and Friday I have weekend check in where I ask students how their weekend went and if they are going to do anything fun for the weekend. This gives me information about their likes and dislikes and helps build a connection.

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I try to start my class with a fun activity such as fun quizzes or a puzzle question. This engages the students and makes them more interested in the class lesson.

# data[].attributes.body
One of my biggest challenges is constantly talking to a blank screen. A few students when I finally do get them to respond are lost and don't know what is going on in the class.

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Jamboard, Whiteboard.fi, polls, games.

# data[].attributes.body
Try new zoom games

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Welcoming students into class each day and giving them an agenda to be aware of.

# data[].attributes.body
Having student actively participate with me in the chat, verbally, or with cameras throughout the day.

# data[].attributes.body
Being open and honest with my students, being personable and approachable.

# data[].attributes.body
Will there be/can there be more specific training on how to use Nearpod? If there already was, can you get access again?

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How do you support the student who IS talking, but it's always negative?

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Breakout Rooms, Padlet, Zoom Polls

# data[].attributes.body
Doing more games, even if non-academic.

# data[].attributes.body
Using polls on goofy topics/opinions get GREAT discussions going!

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I struggle with really getting to know those students who engage on a minimal level and give the base level of engagement.

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I talk about what I did over the weekend, how I spend my time, and I open up about my teaching/grading process to connect with them and be vulnerable about my workload.

# data[].attributes.body
I struggle with trying to simulate "real class" while also creating more internet friendly activities where students are working asynchronously.

# data[].attributes.body
Should we use "grades" or "points" to require more engagement in daily class lessons?

# data[].attributes.body
I like the idea of giving responsibilities, so having a chat daily chat monitor is a great idea.

# data[].attributes.body
Just talking about random stuff going on in the world seems to wake them up and get them to engaged, before bringing up lesson.

# data[].attributes.body
I try to get to know each of my students, but it's not easy to do through a black box with a name on it.

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I began with polls and asking for chat responses on particular discussions, but more recently I create a conversation with one particular student and it leads to others responding either with chat or verbally.

# data[].attributes.body
I don't really know what my kids look like in real life :( or what they sound like

# data[].attributes.body
greeting kids as they enter class, using the chat throughout the period, playing games like Kahoot, providing a daily agenda slide and also posting it on Canvas

# data[].attributes.body
How do we let parents/family members know to be prudent with any information that they hear a student share?

# data[].attributes.body
Nearpod asynchronous work
Padlet to share responses/work
Seesaw

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How do we engage students who log in but walk away?

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Having an accessible agenda
Would you rather questions
Games

# data[].attributes.body
One MVP is opening up to students. I think it will foster empathy.

# data[].attributes.body
One big challenge is knowing that not only are students watching but extra family members as well. I wonder how its a safe place, when you actually don't know all the people who are watching you, hearing what you share.

# data[].attributes.body
I greet each student as they enter and allow students to greet each other. Students also seem to enjoy having the option to work in individual breakout rooms to work on their activity/for me to check in or have the option of staying in the main room.

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How can we get the parents involved in this process?

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Google forms is how I survey the kids and see how they are doing.

# data[].attributes.body
What was missing is how can we bring in parents and get them involved in this process.

# data[].attributes.body
I would like to poll the students more. I have always valued student feedback but feel that I need to get feedback more often.

# data[].attributes.body
My MVP is being as open and honest with them as I can about my own struggles with distance learning and balancing life during COVID.

# data[].attributes.body
My biggest challenge is the lack of cameras being turned on and the visual feedback that I am accustomed to getting.