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Create multiple points of interactions (ex. Zoom meetings, group work, continual positive feedback, readings, check ins, etc.) with students individually ans classroom as a whole

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1. maintain connections. Ask how kids are doing, what they are up to ... call home when missing (don't make make fake caring comments)
2. be flexibible with deadlines
3. Keep  students doing stuff, group chats, games, padlets

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Find a way to make the impersonal setting of online learning personal

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Using check-ins and exit tickets to engage with how the students are feeling daily.

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Get put in the t

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- Check-ins at the beginning and end of the day.
-Having a continuous circle until everyone's cup is full.
-Making a point to acknowledge each student and let them know you care about them individually.

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Action: Planning minimal online time, having a few whole class meetings and mostly meeting with the students individually via zoom. We would also plan more fun activities where the students would build off eachother's assignments.
fun activities

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Using Zoom meetings to check in with students. Making sure their social and emotional needs are being met before diving into content.

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Schedule time to talk to each student (about 20 minutes), every few weeks to see how they are doing, check in and to go over an assessment plan with them.

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Finding a way to limit the amount of information given at a specific time. Just-in-time instruction, limiting it to step-by-step for a specific day. Included in this is limiting the amount of information on the dashboard and as few emails as possible.

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Give students time, and prioritize student wellness. Continue prioritizing relationships. Limit course work.

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Engaging lessons and online meetings that prioritize SEL over academics. Making sure the students voices are heard, that you're engaging and connecting with them and they're connecting with the other students. No homework - optional activities to do outside of the Zoom classes, but no academic deadlines.

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- check ins before starting every zoom meeting
- encouraging outdoor activities to break up the routine and get them moving (ex: outdoor scavenger hunts)

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Being purposeful with tech time, and making sure not everything you are asking of them is tech centered. Finding ways for them to engage with each other safely outside of tech. Suggested example: creating geocaches and having pairs or small groups go to them at different times/days to interact with in some way. Also Incorporating movement.

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Prioritize student well-being and connection. Be forgiving with deadlines. Take time when meeting to incorporate and model SEL/wellness activities.

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Weekly check ins (no academics, only seeing how things are going and conversations), and learning teams.

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Beginning each Zoom class with a Community Builder Activity. Intentional one on one check in times.
Limiting assignments to focus on quality over quantity.

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Foster a classroom community that involves conversation/socialization between the whole group and individually with student. Provide students with a timeline with due dates.

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Providing opportunities for students to show their learning in a way that works for them. Providing multi-modal instruction. Include choice (eg. must do, should do, could do). Provide opportunities for students to go outside!

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Having special Zoom/Google Meet meetings where the students just get to chat with each other, play games, or collectively watch a movie to allow for the connection they might be missing.

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Individual check ins (formal/informal), making sure that learning is meaningful and check ins instead of due dates. Organization of clubs based on interests.

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Give student's a voice (in their learning) and a reasonable workload that is not strictly done via technology.

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Limit course work to in-class sessions. Give time for socialization at the beginning of class, this could be done in break out rooms. Keep info as "need to know" only so the students don't feel so overwhelmed.

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Ras & Anne: Whether it's remote or in-person learning, I would encourage collaborative learning in a physically safe distance.

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Ras & Anne: Whether it's remote or in-person learning, I would encourage collaborative learning in a physically safe distance.

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Check in with students and create an open stream of communication so that students feel comfortable to tell the teacher when they've reached their limit of how much they can handle. Having learning teams and groups helps to create community in the classroom (especially if they're new to the school and don't know anyone yet).

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Valuing students' voices by honouring their interests and providing time to disconnect from a screen

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Providing time and space for students to socialize and connect with peers (depending on age - breakout rooms, show and tell, etc.)

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-collaboration with other teachers and students for course load.
- schedule and routine for students and teacher- when the teacher will be able to be reached
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Including a daily check-in as well as positive interventions at home which can include: kindness practices, gratitude, physical/mental health, breathing exercises. (Anything that falls into positive psychology). Integrate ways to facilitate wellness.

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-consistently checking in on how students are coping
-integrate group work and avoid isolated assignments
-make sure students are at the forefront of their learning

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Committing to creating opportunities for students to connect and work with each other in an online platform. Specifically providing a platform for them to connect. Also ensuring to continue to address social emotional learning in an online setting.

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Including regular 1:1 meetings (or teacher with student and parents) to maintain connection

Ensure outdoor and movement breaks or tasks are built in

Clear, respectful, and realistic expectations around being on video

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Prioritizing time that is completely separate from curriculum. Ex. Starting class with a fun prompt (such as unicorn, pheonix, dragon: dream pet and why?) and encourage students to share in breakout rooms.

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Be intentional about what you are assigning. What is the WHY?

Scheduling connection (zoom meetings for groups of students)

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Scheduling weekly teacher-student check-ins and building in time for interactions amongst students.

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Prioritize maintaining social interactions even if students must be physically distant via phone calls, virtual circle time, zoom etc.

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Mental health check-in every morning with students.