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Becoming more comfortable with breakout rooms. Using it to get them talking to each other, discuss ideas or to just simply talk. Jamboard, nearpod, padlet are also really great "real time" tools.

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I agree with Jenna. Getting kids to do something gets them (sort of) invested in their learning. I always start class with a question to answer either in their digital notebook or mondays/tuesdays are temperature check days where they fill out a form letting me know how they are feeling.

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I have office hours in the afternoon. But my students generally email me throughout the day. As a remote teacher, Wednesday is true office hours where I set up a separate zoom or google meet for small group help.

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I do like the idea of breakout rooms during synchronous instruction but padlet and other add ons that students have to physically use and manipulate seem to be awesome for small group learning as well.

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I do like the idea of breakout rooms during synchronous instruction but padlet and other add ons that students have to physically use and manipulate seem to be awesome for small group learning as well.

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I do like the idea of breakout rooms during synchronous instruction but padlet and other add ons that they have to physically use and manipulate seem to be awesome for 

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I do like the idea of breakout rooms during synchronous instruction but padlet and other add ons that they have to physically use and manipulate seem to be awesome for 

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My office hours have consisted of individual help time through a Google Meet. They haven't really asked a lot about the content, but they've needed help navigating the technology. Just being available to help them is great.

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Getting them to DO something. Work on a live Slide, play a Kahoot or interactive game, even asking silly Would You Rather Questions. I also tell them that it's really important to me if they talk to me...I feel like I'm the one in the fishbowl. :)

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I start every class with a question that they all answer in the chat AND with my screen being shared on my agenda for the day.
Continually reviewing where things are, how to format their zoom screen, where they can find information... over and over

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As a blended teacher I have office hours on Wednesdays. I have a few but do not have many students reaching out at these time I think because I do get to see them twice a week in class.

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I start every zoom with a question to answer in the chat. I start my zoom meeting early and start admitting students right away. This way I get to chat with them about random things they want to talk about and get to know them outside of class. I also stay on after I finish my zoom for any questions or just to chat.

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During my office hours, if students don't have specific questions about a tech piece, I will talk about science and English and try to get them excited about learning. I have around 20 kids that come regularly to say hi and check in. That doesn't seem like a lot, but I tell myself that 20 is better than 2.

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This is the most difficult for me with Apex as kids are all over the place with their learning.  Some are in Unit 3 and some are still in in Unit 1. 

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This is the most difficult for me with Apex as kids are all over the place with their learning.  Some are in Unit 3 and some are still in in Unit 1. 

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As a remote teacher I have office hours twice a day. One time is in the morning and one time is in the afternoon. Kids can choose which time to come to, OR come to both. 

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As a remote teacher I have office hours twice a day. One time is in the morning and one time is in the afternoon. Kids can choose which time to come to, OR come to both. 

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I post a zoom link for my office hours on Wednesdays. I leave this link open for the duration of my office hours.

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Having students collaborate through technology such as shared slides, docs and jamboards to help students still share and think through their ideas together before an individual assignment.

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I post my zoom links in the morning to ensure they are at the top of the class stream. I open every zoom with a simple about them question to keep learning about each other and the things we have in common. I then will walk students through the asynchronous assignment (at least two times) and then open it up for specific questions. I then leave the zoom open for the duration of the class time for students to ask clarifying questions and have conversations with peers about ideas.

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I like to use google classroom stream, and put a to do list on the instructions for assignments with bullet points to make it easier for students to make sure they completed each part.

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I have had several students who simply didn't know how to identify a link. Beautiful learning pathways mean nothing when they don't know what a link looks like. I just had to accept that I would have to teach a lot of tech at the beginning to make the rest of the year go smoother.

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Even when I give think time and ask them to write something down before sending to break out rooms, they are still just sitting in silence. Instead, giving them something to manipulate is encouraging more interaction. For instance, today my AP students were simply given a statement to argue, a set of instructions and a blank slide. When mics failed, they typed to each other. When they got bumped from Zoom, they used the speaker notes to chat and make group decisions.

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I have office hours everyday....Oops... Forgot...I'm 5X...LOL

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I have office hours everyday....Oops... Forgot...I'm 5X...LOL

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When we were in remote during Air Quality Remote I had office hours during our normal class period times.

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Am I the only face to face 5x teacher...?  We meet everyday.  Does this count?  LOL

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Am I the only face to face 5x teacher...?  We meet everyday.  Does this count?  LOL

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If I ever go remote.... Like Jay I use a science misconception to begin the time together. Break out rooms etc...

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Using the annotate and whiteboard features, I can ask students to explain their ideas.    With a periodic table background picture they can show me patterns.

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I have the same link posted in classroom- it's easy to access and find.     I liked the annotate feature as well as the ability to use the doc cam or whiteboard.fi.        Live conversations are really nice.

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I have office hours on Wednesday but I haven't had many students or parents reach out to me during that time.

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I have office hours on Wednesday but I haven't had many students or parents reach out to me during that time.

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I have been using breakout rooms to allow my students to process information and help each other with their work.  It gives them the chance to share ideas just like they would in the classroom.

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I have been using breakout rooms to allow my students to process information and help each other with their work.  It gives them the chance to share ideas just like they would in the classroom.

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I always like to start my class meetings or zoom with sharing my screen and showing the students the google classroom over and over.  Just like I would in class I have a daily slide and I start with that which explains what we are doing in zoom and what they will be doing that day for their work.  Remote instruction is hard for kids to guess what to do and this helps them focus on what we are doing instead of just seeing assignments posted on the classroom.

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I always like to start my class meetings or zoom with sharing my screen and showing the students the google classroom over and over.  Just like I would in class I have a daily slide and I start with that which explains what we are doing in zoom and what they will be doing that day for their work.  Remote instruction is hard for kids to guess what to do and this helps them focus on what we are doing instead of just seeing assignments posted on the classroom.

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I have not done this too much yet, but plan on using padlet and some Google Slides to share ideas.  We started  a "live lab" on zoom the other day and it was great to see them populate the data table in real time.  It was a great way to start something and then have them finish on their own time.

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I have not done this too much yet, but plan on using padlet and some Google Slides to share ideas.  We started  a "live lab" on zoom the other day and it was great to see them populate the data table in real time.  It was a great way to start something and then have them finish on their own time.

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When students reach out to me via email or google hangouts during my office hours I ask if they want to meet to talk instead of typing back and forth.  I ask first, then initiate a google meet if they say yes.  Wow! It's so great to see and talk with them one-on-one.  I think it makes them feel special as well.  

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When students reach out to me via email or google hangouts during my office hours I ask if they want to meet to talk instead of typing back and forth.  I ask first, then initiate a google meet if they say yes.  Wow! It's so great to see and talk with them one-on-one.  I think it makes them feel special as well.  

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My 6th graders get bombarded with new ideas and very high level academic language so I have them create a vocab resource section in their notebook and we come up with an action, words, or images to build associations to meaning.

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In the classroom, students are not able to get near one another for small group learning. I have had them collaborate using a shared Jamboard to create a concept map of their initials ideas on weather and climate. It was fun and so fantastic to watch them share ideas and dialogue digitally!

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I teach each day face to face so there are no office hours. I do utilize both the REMIND app and google hangouts to communicate quickly and easily with students and families.

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The targeted time should allow you and the students to interact and enhance and reinforce learning concepts.

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Ensure all students are aware of the office hours and how to access you.  Linked through google classroom stream that sends them an email reminder.

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Entry task from Uncovering misconceptions in science, very quick easy to answer, but challenging way for students to discuss why they think phenomena occur.

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My students will contact me for help but they aren't using office hours. (I just don't respond until office hours.) I tried emailing the struggling kids I wanted to see but only 1 showed. Instead, I had to announce, "I will be doing office hours at 11 am tomorrow. I will be discussing pH and buffers since that was the class weak spot."