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I'm unsure about this because we won't be able to do our group work like we have. I'm a little concerned about breakout rooms because of the inability to be around, but I think that's the best shot for now.

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I plan on going back to a trick I used during beginning teaching where I had a checklist and made sure I spoke to every student.

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This was a major concern - I would keep attendance, but it became a major time commitment to follow up with students and parents, and there were about four that I never got a response from. On the other hand, I did have a handful of students who thrived on-line and were more motivated.

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Collaboration is key in the WL classroom.  Break out rooms pose a real challenge when monitoring student engagement.   We can't be in all breakout rooms at the same time.  We have to hope that the students are working as expected even when aren't in the BR with them.  A major concern...

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Collaboration is key in the WL classroom.  Break out rooms pose a real challenge when monitoring student engagement.   We can't be in all breakout rooms at the same time.  We have to hope that the students are working as expected even when aren't in the BR with them.  A major concern...

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Breakout rooms (which seem easier in Zoom than BBB) and OneNote collaborative pages will be huge this year. Even in the classroom, students can't really collaborate since they can't get within 6 feet of each other. All collaboration will have to be moved online.

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Course expectations need to be clear, measurable, and modified from a traditional year.  We cannot expect to run classes this year like it is a normal year.  We need to minimize content, move away from grading trivial assignments, and focus on what truly matters.

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I think making sure we interact with each student as often as possible will help. That can be asking a question, answering a question, saying hello, or setting up some one-on-one time with them (via Zoom). Keeping a list of student interactions may help to make sure no one slips through the cracks.

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This may be harder than it was last Spring as the students don't know us yet.  I think we need to keep things short and sweet, and have clear expectations, while also showing grace.  I'm wondering how the Schoology Badges may help motivation and will probably try those.

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This is a major challenge.  I felt like in the spring, it was more about keeping my head above water, at least until I got into a routine that worked for me and my students.  Still, I often had to track down students who didn't show up or missed some part or all of an assignment.  I spent a lot of time doing this and it just isn't reasonable to do it all year.  I like the suggestions about how to increase motivation and I will use some of them, but in the end, there is just no way this can be as interesting or motivating as the collaborative environment I create under normal circumstances.

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This is a major challenge.  I felt like in the spring, it was more about keeping my head above water, at least until I got into a routine that worked for me and my students.  Still, I often had to track down students who didn't show up or missed some part or all of an assignment.  I spent a lot of time doing this and it just isn't reasonable to do it all year.  I like the suggestions about how to increase motivation and I will use some of them, but in the end, there is just no way this can be as interesting or motivating as the collaborative environment I create under normal circumstances.

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I think we re really going to have to spend time working to establish a relationship with the kids. There won't be casual encounters between teachers and kids in the hallways and at lockers. I hope our incoming students feel included in our RMS community We need to work creatively to help them feel welcome. Lots of new faces!

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I think we re really going to have to spend time working to establish a relationship with the kids. There won't be casual encounters between teachers and kids in the hallways and at lockers. I hope our incoming students feel included in our RMS community We need to work creatively to help them feel welcome. Lots of new faces!

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I want to hear how my colleagues set up break out rules and the boundaries they imposed. I didn't do this last year. We enjoyed BBB, but I want to improve for my students.

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I want to hear how my colleagues set up break out rules and the boundaries they imposed. I didn't do this last year. We enjoyed BBB, but I want to improve for my students.

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Office hours, in which students could plan out a time with me to meet, were most effective in getting help this past spring. If we are in a fully remote setting, my guess is that a schedule would include office hours time slots. In the regular school day (hybrid) advisory provides times for students to come receive help in person or via zoom.

I did start to notice that I needed to "schedule" my office hours through time slots. There would be times I would get no students who needed help, and then there were times I had 4 students show up with 4 different questions. Giving students an individual time, whether that be in-person or remote, is important.

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As a special ed teacher, I worked closely with my regular ed counterparts to discuss students needing extra support in various classes. I was then able to meet with students 1:1 or in small groups to review material and complete work together. This model worked well. 

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As a special ed teacher, I worked closely with my regular ed counterparts to discuss students needing extra support in various classes. I was then able to meet with students 1:1 or in small groups to review material and complete work together. This model worked well. 

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Utilizing breakout rooms and scheduling one-on-one time with each student needs to take place to help students feel included.

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I want to learn how to do the breakout rooms in order for students to collaborate. 

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I want to learn how to do the breakout rooms in order for students to collaborate. 

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Course expectations need to be set forth orally and visually at the beginning of the unit.

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Course expectations need to be set forth orally and visually at the beginning of the unit.

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Continuing the idea of "office hours" is a good idea to make myself available to students who need help with content.

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Continuing the idea of "office hours" is a good idea to make myself available to students who need help with content.

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Setting up one on one time with students who struggle to engage, will be a priority.

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Setting up one on one time with students who struggle to engage, will be a priority.

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Setting up community activities in the beginning is a must in this environment.

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Setting up community activities in the beginning is a must in this environment.

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The breakout rooms worked well after I had established rules and boundaries.  This allowed for more opportunities for student collaboration

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The breakout rooms worked well after I had established rules and boundaries.  This allowed for more opportunities for student collaboration

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The live lessons helped answer questions but I really needed to balance helping the students and reminding them of virtual etiquette and how they reach out to teachers in an effective, respectful manner

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The live lessons helped answer questions but I really needed to balance helping the students and reminding them of virtual etiquette and how they reach out to teachers in an effective, respectful manner

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As BBB became easier to use with the shared screens and whiteboard and breakout rooms, I was more at ease with the live lessons.  It was difficult however to get students to turn on their cameras so I still felt at times as though I was talking to myself :)

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As BBB became easier to use with the shared screens and whiteboard and breakout rooms, I was more at ease with the live lessons.  It was difficult however to get students to turn on their cameras so I still felt at times as though I was talking to myself :)

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I printed out my class lists and kept attendance. I sent class messages through schoology reminding kids of meeting times and organized my daily lessons with clarity.  I also emailed parents to keep them in the loop.
For the handful of students that were disengaged, I set up phone calls (and later BBB sessions) to help them get caught up

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I was always available for the students during the school day times (and sometimes after). I wanted to help more, but many students did not have questions or did not want additional help. I would have been helping way more in the classroom.

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8th grade science labs are meant to be collaborative.  I intend to make it known if online, when in the course of the instructions we will be working together.  I will be trying to assure attendance.

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8th grade science labs are meant to be collaborative.  I intend to make it known if online, when in the course of the instructions we will be working together.  I will be trying to assure attendance.

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My intention, along with other documents and things I have created, is to make sure the expectations for my course and FAQ's and a tour of my "class" ( I use quotation marks because I do not know where/how....) are clear.  I will keep "articles" that pertain to the above in a labeled folder that is always accessible.

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My intention, along with other documents and things I have created, is to make sure the expectations for my course and FAQ's and a tour of my "class" ( I use quotation marks because I do not know where/how....) are clear.  I will keep "articles" that pertain to the above in a labeled folder that is always accessible.

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The face to face with the BBB was my strong skill.  I had class times and many individual meetings.  I wanted to make sure that each time, students knew I was ENGAGED in their learning (and selves)

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The face to face with the BBB was my strong skill.  I had class times and many individual meetings.  I wanted to make sure that each time, students knew I was ENGAGED in their learning (and selves)

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I learned in the Spring to keep careful track of attendance!  When I did that, I was able to them use other tools (schoology, email.....) to follow up on students

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I learned in the Spring to keep careful track of attendance!  When I did that, I was able to them use other tools (schoology, email.....) to follow up on students

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Perhaps we can all spend some Inservice time in the beginnig of September creating a Course Expectations folder in Schoology where we explicitly explain what is expected of the students?

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Perhaps we can all spend some Inservice time in the beginnig of September creating a Course Expectations folder in Schoology where we explicitly explain what is expected of the students?

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I liked the way we had office hours built into the schedule in the spring. However, I only had 5 students take advantage of it for the entire 3 months. How can we ensure the students are using the office hours instead of sending Schoology messages later in the day after work hours? (And then not checking the message we send back until hours later, thus pushing back their work time again.)

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I liked the way we had office hours built into the schedule in the spring. However, I only had 5 students take advantage of it for the entire 3 months. How can we ensure the students are using the office hours instead of sending Schoology messages later in the day after work hours? (And then not checking the message we send back until hours later, thus pushing back their work time again.)

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How will we be able to monitor all of the students in class and those online? We can only have so many things up on the SmartBoard at one time. Also, will posting the Zoom on the SmartBoard violate students' rights by showing videos of themselves at home to the entire class?

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How will we be able to monitor all of the students in class and those online? We can only have so many things up on the SmartBoard at one time. Also, will posting the Zoom on the SmartBoard violate students' rights by showing videos of themselves at home to the entire class?