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I try to give the kids individual due dates for assignments based on where they are in the curriculum so they feel less lost when they come to class for the first time in a week or so. They can pick up where they left off and then have a few days to do the assignments associated with that part of the unit.

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I think I am trying to give flexibility with due dates and offering support hours at different times for individual students. However, I do not go over the slides/information that we did in class. Everything is uploaded to Canvas, so I feel like they can be responsible and go over that information on their own time. If students ever had questions or need help with assignments/trying to get caught up, I would totally go over anything/work/slides whatever they need to find success in class.

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My biggest challenge with this is helping families balance their priorities with the school systems. When I talk to parents, they don't necessarily share the sense of urgency about grades when they are just trying to survive/manage right now. At the same time, when a student is hanging out with his girlfriend instead of logging on, I want to raise the expectation.

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Trying to find a balance between too much contact (texts and calls) and waiting for days, sometimes weeks, to hear from students.

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It is a complete challenge for me to get students to join poetry or journalism which are both extra curricular, but which might be a big help to them (especially poetry) and just what they need. I have cancelled poetry for lack of participation

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Howard County was able to purchase a number of digital music programs to create music. Since, alot of kids are into creating music, I thought that they would like it. Some of the kids who say that they are producers of music refused to do the assignment. It was confusing to me......

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Working on a webquest with a student yesterday, I discovered he was struggling with going back and forth from the webpage and the doc with the questions. I taught him how to use the split screen feature.

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I have a student who said, "I'm getting my GED, so I don't really care about doing work for this class." So I made him a GED module and still hold him accountable for demonstrating he's working toward that goal.

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Kelly Francis had major computer issues for a part of the first quarter and so we talked through a large chunk of the math problems of the unit because he was working from a phone and couldn't interact with the peardeck/google docs/ sheets in a way that was productive.  I recorded everything for him on my end so that he was able to see "his" work as we went through it all.  He did a great job throughout the entire process.

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I have an Honors student, so I expect a lot more of her than the students in the regular Eng. 10 class, but I still offer extended time and one-on-one supports.

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Jeffrey Weeks is really struggling coming to class. I gave him my cell number and a lot of times we've done class through phone calls/texts/FAceTime. He did get a D for Quarter 1 and has been to class all three days for the start of Quarter 2. He also tried to come to class yesterday (when there was not class.) Jeffrey still is doing his own work and is responsible for his own work, but he's doing it at a time that works for both of us.

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One of my favorite quotes from the movie, Finding Nemo from Dory. "Just keep swimming!"