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https://quiz.tryinteract.com/#/5efc29b214085900141898ef

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https://www.edutopia.org/article/teaching-through-pandemic-mindset-moment

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The thought ended almost before it started: "This is so overwhelming." It was all one teacher managed to type before she stopped short, vexed into silence, perhaps, by the sheer size of the problem. In the pregnant pause that followed, undoubtedly, every teacher tracking the unspooling thread-about the dizzying, rapidly escalating viral crisis that was closing schools across the country-recognized the chasm they were all facing as well, and took a deep breath.

In the next few hours, over 500 teachers joined two Facebook conversations about teaching during the coronavirus pandemic, spilling out their concerns and anxieties: What will we do if the schools close for months? How can I shift to online learning if we're closing tomorrow, or even in a few hours? How will special education students be cared for, and IEPs administered? What about children who have no internet access, or who will be required, as Keith Schoch thoughtfully noted, to "become de facto babysitters" for their brothers and sisters. "There is no digital divide, but there is a digital abyss, and America's rural poor are living at the bottom of it," said Anne Larsen, with devastating concision. What if, in the end, the school systems decide that online learning is working just fine, and never reopen?

The panic was all perfectly understandable.

But there were plenty of teachers in the mix who had weeks of crisis experience under their belts by that time-several in Hong Kong and Italy and the state of Washington, for example-and others who had long careers in online and distance learning. In the end, too, there were many fantastic, highly creative teachers providing strategies as fast as the obstacles appeared.

At the highest level, a shift in mindset would be required-even the most optimistic educators conceded the point. There are plenty of strategies and tactics we're covering at Edutopia-and we'll continue to-but here are the crucial emotional and psychological scaffolds that our audience agreed would be needed to teach in this new paradigm.

Expect Trial... and Plenty of Error

Start by being reasonable with yourself. It is, in fact, impossible to shift to distance learning overnight without lots of trial and error. Expect it, plan for it, and do your best to make peace with it.

"I can tell you, now that we're in week 7 of online learning, that much of what you will do will be trial and error," wrote Stacy Rausch Keevan, who was teaching in Hong Kong. "Don't stress about that-it won't do you any good. For my middle school English and humanities classes, I'm offering the same lessons I would normally do live, but in smaller doses."

Acknowledge the Extraordinary

Reset your baseline. We're all operating in the shadow of a global pandemic, and it is disorienting and limiting. Business as usual is unrealistic.

The real "points to consider" are not "the strict adherence to 'regular' conditions and norms," wrote Amy Rheault-Heafield in a reply to a question about how to structure distance learning like more typical learning experiences, "but how to provide a rich experience to all learners who are now without 'traditional' teachers standing beside them in classes."

So while you should try to provide "meaningful activities," cautioned elementary teacher John Thomas, "we should remember that on short notice-and because many of us have limited PD utilizing these tools-we can't tackle everything immediately. In other words, we should give ourselves the time and the permission to figure this out."

Reduce the Workload (for Yourself and Your Students)

If your district allows it, you should plan to do less. Students won't be able to work as productively, anyway-so if you can't scale back you'll be sending them work they cannot do-and your own life and family need added care.

"Feedback from students and families over the last 10 days in Italy is 'less is more,'" commented Jo Gillespie. "Consider that parents are trying to work from home, and siblings are vying for computer and Wi-Fi time. Try Google quizzes using Forms, a reading log, some short live sessions with teachers and classmates, maybe vocabulary extension, maths and geometry problems (but not too many). And that's probably enough."

And Keevan, the teacher in Hong Kong with weeks of experience, confirmed that time and distance play funny games during a crisis: "What would normally take you one class period to teach in the classroom will probably take you twice as long."

No Person Is an Island

Humans are social animals. Working from home, or worse, from quarantine, is isolating and often depressing for both teachers and students.

Make a concerted effort to speak to other colleagues and trusted professionals to provide emotional and psychological context to your work. Teaching at this moment is extraordinarily hard, and you'll need the virtual company of people who are experiencing what you are.

And don't forget to "reach out to students as often as you can," said Keevan, who still teaches classes live despite a (slightly inconvenient!) 13-hour time difference. Or you can facilitate peer-to-peer communication. John Thomas assigns pen pals in his first- and second-grade classes, so that kids with no internet can feel like they belong.

Everyone Thinks They Can't-Before They Can

Some degree of pessimism and self-doubt comes with the territory. Teachers in the Facebook thread advised more perspective-taking and being more patient with yourself: You know how to teach, and you will figure this out in time.

"We are in week 7 and I have three children of my own at home," wrote Salecia Host, a teacher in Tianjin, China, reflecting on the arc of her emotional response to the crisis. "Just take it day by day. It gets less overwhelming and more routine."

Try to remain calm-though you'll have a few moments where that goes out the window-and keep plugging away: "Being open-minded and flexible is key," said Kaz Wilson, who also works in China. "Everyone thinks you can't until you pause, talk it out with folks who are doing it, and know that you'll get through it."

Mind the Gap

Your work will be hard, but there are students facing more severe challenges. Students with no internet or no computer will need support, as will those with learning differences or other circumstances that make distance learning especially difficult. Supporting these students was on almost everyone's mind-it came up dozens of times in the Facebook thread.

"I'm in Italy. Our schools closed a few weeks ago without any previous warning. We shifted to online immediately. It is hard and exhausting," admitted Eleonora Borromeo, before providing a ray of hope. "Equity is an issue. Assessment is an issue. But the students are doing their best and giving us the strength to go on."

Solutions from our audience of teachers focused on the old analog approaches: paper-and-pencil tasks, workbooks and activity packets that can be mailed home, and updating parents and students via phone calls daily.

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Teaching Through a Pandemic: A Mindset for This Moment

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The thought ended almost before it started: "This is so overwhelming." It was all one teacher managed to type before she stopped short, vexed into silence, perhaps, by the sheer size of the problem.

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https://www.edutopia.org/article/adopting-pen-pal-mindset-when-giving-feedback

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Adopting a ‘Pen Pal’ Mindset When Giving Feedback

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Simple changes to the quality and tone of feedback matters when it comes to developing nurturing, trusting connections with students.

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How To Take Cornell Notes Properly (Video)

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Room 1 - Dhwani, Neha, Maqsood, Nima, Insiya, Abha

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Room 1 - Dhwani, Neha, Maqsood, Nima, Insiya, Abha

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Problem - Student's collaboration skills in a group project
PLAN- Give a small presentation task to a group of 4 students
TEACH- Clear instructions and guidelines along with rubric share with students. The rubric should have an element of Collaboration skills incl work log
REVIEW/ACT- we measure their contribution  in the task by using the student work log and self reflection on questions like
1. How did you contribute in the group task?
2. How much time did you invest?
3. How did you help out other members of the group?
4. Were there any roadblocks when it came to working in sync as per the plan laid out by team? If yes, how did you overcome the challenges as a team.
REFLECT- Teacher will reflect based on her/his observations about student work
WWW- what went well with the group
EBI - Even better if.....suggestions for improvement for next cycle.

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goal -Creating a robust reading programme
problems- no enrichment, attention , impact on language, communication
Analyze - all teachers facing the same problem, reading fluency impacted
Conclusion- distraction, role of technology, low attention span,  overcoming learning difficulties , reluctance ,

Plan - making reading interesting , incentives, reading days, using reading apps, reading clubs, peer feedback , peer reading,  modelling

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Change in behaviour during Adolescents
1. Hormonal changes
2. Irritation
3. Mood swings
4. Peer Pressure
5. Visible changes taking place in body.
Planning
1.Making them understand the cause of changes
2. Acceptability
3. Guiding on these issues
4. Asking them to be expressive about it to the right person
5.Being approachable
6. Asking for help
7. Talk by an expert.
8.Going to councilor

Reflect
1. Paring sharing activities
2. Global Behaviour

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Describe- Students who have problem in doing homework.

Feel- Feeling helpless that you can’t help them. Due to time constraint.

Evaluate - Keeping them in  the same pace as the class.

Analyse- Improve communication to with parents, students to find out what factors are affecting their progress. consulting other teacher

Student not confident enough with their answer, not interested in activity. The student is not ready to ask doubts because they are worried.

Conclusion- Try to have a communication channel open with the child to let them know that the teachers can approach with a problem.

Plan- Try flip class room so child can have an idea what’s going to be taught in class and be better prepared. Giving them tailored assignment to build up their confidence initially. Consistent encouragement and motivation. - Suchithra

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Describe- Students who have problem in doing homework.

Feel- Feeling helpless that you can’t help them. Due to time constraint.

Evaluate - Keeping them in  the same pace as the class.

Analyse- Improve communication to with parents, students to find out what factors are affecting their progress. consulting other teacher

Student not confident enough with their answer, not interested in activity. The student is not ready to ask doubts because they are worried.

Conclusion- Try to have a communication channel open with the child to let them know that the teachers can approach with a problem.

Plan- Try flip class room so child can have an idea what’s going to be taught in class and be better prepared. Giving them tailored assignment to build up their confidence initially. Consistent encouragement and motivation. -

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Problem - Inconsistent learning

Plan - desire to have a increase in a learning curve

Teach - assignment/project - identifies if the student's result isn't up to the mark.

Review - attention span of the student leading to this.
disparity in learning outcome.
no common outcome

Evaluating - understanding of the student, Observing, effectiveness of student learning, providing Projects & Assignments.

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Case Study 1- Mr. Mohanty builds bridges.PNG

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Case Study 2- Ms. Mehta gathers evidence.PNG

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Utilize a variety of technology options.

Connect to students individually.

Prepare to work with parents.

Consider new learning methods.

Provide collaboration and socialization opportunities.

Nisha Pareek

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Three Things which work
1.Plan ahead of the lesson
2.know your students
3. Deliver in their context

T

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5 things that have worked: Planning, humour, alternative plan (plan b), connecting with the students, associating with our colleagues

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5 things that have worked: Planning, humour, alternative plan (plan b), connecting with the students, associating with our colleagues

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5Things that work in the classroom-
1. Classroom management
2. Planning the lesson and resources beforehand
3. Using technology in the class
4. Active questioning during the class
5. Positive reinforcement

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5things that worked
Polite behaviour
Approachable
Non bias
Time management
Technosavy

3things that didn't work
Rude
Bias
Too much of homework.

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5 things that hv worked
1) planning using tools
2) Helps from peers for integration
3) Reflection on real world problems
4) collaboration building
5) Feedforward

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Worked -Taking quiz after learning especially in online
Starting with ice breaker  activity.
3. Trying to understand  students  problems
4. Lesson planning ahead

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5 Things that have worked
1. New methods
2. Help of Technology
3. Activities
4. Connect with students
5. Collaboration

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5 things that work
Enthusiasm
Hands on learning
Adding a personal touch
Connection
Experiential learning

5 things that don't work
Being too formal and not connecting
No interaction
Montonous tone

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Not work 1. Teaching  student who don't do their homework and don't practice.
2.

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Being flexible
Using technology
Polite behaviour
Planning
Giving positive feedback

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1. Collaboration with other teachers and students 

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1. Collaboration with other teachers and students 

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2.Involving Class in discussions
3.Use of technology in the class

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5 things that do not work: Rigid mind set, poor classroom management, being too strict, biases, concentrating only on the text content.

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5 things that do not work: Rigid mind set, poor classroom management, being too strict, biases, concentrating only on the text content.

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Swapna Mathew

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5 things that work well and 5 things that impair your teaching

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5 things that work well and 5 things that impair your teaching

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Student empowerment
connect with the students
start the lesson with an introduction or starter
different lesson strategies
create a win win situation and colloborative methods
5 things that impaired
Discipline issues
time management

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Things that work
1. Collaboration
2. Meaningful and real world connection
3. Space and freedom to learn for students

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What impairs the Teaching learning
1. Too much cognitive overload
2. If big picture  Concept  context both are not linked
3. Irrelevant use of technology and giving no opportunity to children for self learning
4. Old ways of assessment
5. Testing of concepts and understanding not happening

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5 things that work in classroom                1. Planning                                                                2. Classroom management                              3. Use of technology                                                   4.  Activities                                                         5. Connect with students                                                         

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5 things that work in classroom                1. Planning                                                                2. Classroom management                              3. Use of technology                                                   4.  Activities                                                         5. Connect with students                                                         

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Allowing learners to discover key ideas for themselves
Grouping learners by ability
Re-reading and highlighting
Teaching to a learner’s preferred learning style

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Collaborate with co teachers and plan together
Respect the student ideas
Give positive reinforcement
Encourage for more student input
Connect with daily life issues
Dr. Nima M Joseph

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As Lily

What worked 1) being prepared 2) being approachable 3) teachers  collaborative, 4) Getting feedback 5) Flexibility

What didn’t work 1) not understanding your students when teaching 2) Not having a plan B 3) Not asking questions 4) Not checking student understanding and changing your plan accordingly 5) Not being realistic
Suchithra.S

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Peer learning
Collaboration
Planning
Personal touch
Not working
Stereotypes
Over burden

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self-reflection.
Positive constructive and timely feedback.
Assessments