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Now that I am pretty much set with my schedule, I would like to change my office hours. I have completely forgotten when I set them (that was worlds ago). I do vaguely remember what my current office hours are and I really need to change them. Can someone help with that?

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Now that I am pretty much set with my schedule, I would like to change my office hours. I have completely forgotten when I set them (that was worlds ago). I do vaguely remember what my current office hours are and I really need to change them. Can someone help with that?

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Bart G.

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Today (Wed) and last Wed I pushed out an assignment and did not Zoom. Today I was able to spend some individual quality time with a couple students who were really struggling. One kid I had more than one phone convo with and walked him through several projects and assignments. I would not have been able to do that on a regular day. And I really like Google Hangouts. I promote it with all my classes as the best way to connect with me.

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Today (Wed) and last Wed I pushed out an assignment and did not Zoom. Today I was able to spend some individual quality time with a couple students who were really struggling. One kid I had more than one phone convo with and walked him through several projects and assignments. I would not have been able to do that on a regular day. And I really like Google Hangouts. I promote it with all my classes as the best way to connect with me.

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I have not used the breakout room option. My Zooms have been rather small. I use the chat feature because there are students who don't feel comfortable talking.

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I have not used the breakout room option. My Zooms have been rather small. I use the chat feature because there are students who don't feel comfortable talking.

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I'm noticing the same thing that David and Tabitha noticed...the hunger kids have for connection with each other and with me. I've learned to be the last person to leave the Zoom, in case there are those who want to linger a bit after others leave the Zoom.

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I'm noticing the same thing that David and Tabitha noticed...the hunger kids have for connection with each other and with me. I've learned to be the last person to leave the Zoom, in case there are those who want to linger a bit after others leave the Zoom.

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It's nice to see students.  They ask you to demonstrate something that they are having a problem with and you get 3 or more students after the meeting just hanging out and watching.

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It is great because students just pop in to say high and communicate about assignments.  This helps me design better assignments.

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It is great because students just pop in to say high and communicate about assignments.  This helps me design better assignments.

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I have found that having "time stamps" built into my slides for when I have to move on has been a great way to keep the pacing of our classes moving at a rate that keeps the students engaged.  Lectures aren't fun, but having 9-10 different five minute activities broken down prior to the start of class is a great way to keep things moving!

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I have found that having "time stamps" built into my slides for when I have to move on has been a great way to keep the pacing of our classes moving at a rate that keeps the students engaged.  Lectures aren't fun, but having 9-10 different five minute activities broken down prior to the start of class is a great way to keep things moving!

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I have definitely failed in this area more than any other. I need to find better ways of getting the students interacting with EACH OTHER. Our student-teacher interactions are awesome, but our student-student interactions are not as awesome (read: non-existent). 

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I have definitely failed in this area more than any other. I need to find better ways of getting the students interacting with EACH OTHER. Our student-teacher interactions are awesome, but our student-student interactions are not as awesome (read: non-existent). 

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Particularly in my non-performance classes, I have found a lot of success dividing the class into two halves: Content, then office hours. It gives the students an opportunity to go from receiving information to applying it into creating something, with the comfort of having the teacher there available to answer questions

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Particularly in my non-performance classes, I have found a lot of success dividing the class into two halves: Content, then office hours. It gives the students an opportunity to go from receiving information to applying it into creating something, with the comfort of having the teacher there available to answer questions

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I'm surprised at the number of kids that want to "hang out" too.  Especially at the end of the day.  I have also really enjoyed sharing love for music by engaging them with quality recordings on a daily basis.  It is the perfect way to welcome kids to the class.  If they come five minutes early to the zoom, they get treated to a concert that runs through to the first couple minutes of class.

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I'm surprised at the number of kids that want to "hang out" too.  Especially at the end of the day.  I have also really enjoyed sharing love for music by engaging them with quality recordings on a daily basis.  It is the perfect way to welcome kids to the class.  If they come five minutes early to the zoom, they get treated to a concert that runs through to the first couple minutes of class.

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I think the best example of this is the break-out of our percussion students that I do with Pablo and the Cadet band.  So much of what they need is unrelated to what the winds need.  I find it very productive time.

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I think the best example of this is the break-out of our percussion students that I do with Pablo and the Cadet band.  So much of what they need is unrelated to what the winds need.  I find it very productive time.

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I have found the office hours have been a good time to help.  Time is synchronous is just not the time to tune guitars, or problem-solve tech.  I have had one on one zooms to tune guitars, or to explain an assignment.  Using screen sharing to personalize and quickly solve problems or eliminate confusion.

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I have found the office hours have been a good time to help.  Time is synchronous is just not the time to tune guitars, or problem-solve tech.  I have had one on one zooms to tune guitars, or to explain an assignment.  Using screen sharing to personalize and quickly solve problems or eliminate confusion.

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Like Tabitha, at the end of my "lesson" or whatever we have worked on I sit and hang with anyone who wants to hang.  They like taking with me and each other without a "goal" or "lesson". This has been a great time for me to make more individual connections and draw kids out to interact more with each other.

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This is going to sound dumb probably, but I'm not sure what's expected during "office hours".  My understanding is that it's just a time that i will always be available for kids to reach me.  Is it more than that?  I'm constantly trouble shooting, replying to comments on assignments, or like Tabitha walking students through something one on one via google meet.

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Having smaller groups is probably my favorite because students have been more relaxed about sharing and discussing with people they don't know.

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Having Goguardian up during office hours allows another way of letting students reach me. The students who have used the office hours for help have definitely been appreciative! I've created a quick Google Meet link and sent it to a student for them to walk me through something on their Chromebook and they've appreciated that it was a quick and easy way to get the answers they needed.

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I've noticed with whole class meetings, the students are craving talking with each other. I have found that if I give them some time to talk with me and each other (after going over the structures of how and what's appropriate), they really appreciate that time.