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I decided to have them send a hangout if they want to do office hours. So far this has worked... although not many have taken advantage.  But I think as time goes on they will

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I havent done this much yet. I have done breakout groups where they use the language we have used.

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I do calendar every morning. With date/ weather/ birthdays. I like the idea of a question or activity as they enter.

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I do what Kris and Camille do. I just open my office hours and let it sit there. I find it beneficial to have it open in case someone wants to pop in. No one has except one girl so it's often a lonely time but at least I know it's there!

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We do small groups when we complete speaking activities. I explain what they're going to do by sharing my screen with them and put them in breakout rooms where I expect them to practice their French. For some, this has worked amazing and for others, well..., we're figuring it out. If they need help, I have class Hangouts for each period and they can email me or show up to office hours daily.

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I start my classes with a "how was the last few days" and the weather IN FRENCH. I don't know if they care about the weather but I like sharing it with them so they're never caught in a rain storm. We then always have a question to answer during attendance. I think this is beneficial because it allows me to HEAR THEIR VOICE. Aside from one student, they aren't allowed to use the chat box. The question could be a vocabulary word they remember or today's was to share one accomplishment that they made this week that they're proud of. After, I share my screen and we go through our daily slide to prepare ourselves and review our previous work.

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My class meetings start with some music and a greeting slide that has a content related task for them to accomplish - either as practice or in the Chat or a question posed to them to answer. Then we do Calendario and ask questions back and forth. Breakout rooms are for practicing conversational skills or sharing ideas that were related to the practice. For Spanish 1, we have been doing a lot of pronunciation practice. Sometimes we have a game. Review of what we have been doing and preview of what is to come during the upcoming asynchronous learning.

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I guess I do this in Office Hours - if kids are on at the same time then we work together. Like I commented in the other column, I had invited a group of students to attend a small group one Wednesday and 1/3 of them showed up. Ok, I had invited 34 so not really a small group but they all needed the same help/information and had been ignoring the instructions on Classroom. For those who showed up - it was awesome! - How can we required them to show up to a small group if we cannot even require them to show up to the Class Zoom?

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I open my Zoom Office Hours and just leave it open each afternoon and Wednesday mornings.  Most kids who want to join me will email me ahead of time, but I have a few students who just show up spontaneously and I LOVE that!  Honestly, I think some kids are reluctant to join me, but once they do they see it is not so bad and that it actually is time really well spent.  SO MUCH BETTER than trying to email back and forth.  Some do email me and ask if they can join in - I tell my classes daily that they are always welcome and there have been times when I have intentionally invited others that I really need to have conversations with - that worked ok, but not as well as I had hoped.

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I start my Zoom meeting with a calendario slide. It has calendar information in Spanish and a greeting. It also has important reminders about class. I try to incorporate a picture of something cultural (lately it has been food) to talk about. I have them answer a few questions throughout the meeting in the chat. I have them practice their Spanish in breakout rooms.

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I keep reminding students about my office hours.  Some students who have questions join the optional Zoom meeting (office hours) and ask questions.  This has worked great with students using our new curriculum.  The students can share their screen and I am able to help them immediately.

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When kids drop in for office hours I help them with whatever they needed, but I always make a point to chat as well. Yesterday after going over some workbook answers with a student, we did show and tell with our pets and just chatted for 10+ minutes. I would normally walk around my classroom and chat with kids, building relationships, so I am trying to do that remotely as well.

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As much as I would like to be able to hear all of my kids SPEAK Spanish, my Frontier students are in a unique situation. Some kids are at home during our meetings (they are hybrid or remote) and some are sitting in class - while another class is being taught, but they are in my class for that period.
The kids sitting in FMS sometimes can't respond verbally (e.g. today their teacher was talking loudly) - so they answer in the chat, even when the activity is to reply by speaking.
I can still check for understanding, but I will have to give other opportunities for them to speak asynchronously.

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I have posted zoom office hrs for Wed. and students can email me or send a google hangout if they have questions.

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I have been meeting with small groups of kids and sometimes with individuals. I try to make it worth while for them and I try to make sure they leave more confident and understanding what they didn't before.

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I like to start the meeting with an ice breaker or a posed question. I like to have them interact as a whole and in breakout rooms. Some classes interact more than others and I encourage them to interact with what I am saying or if they have questions on the chat or to unmute themselves if they have something to share.

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Although I have the same office hours as the High School, beyond the designated google meet, during school hours our staff is always available..

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Although I have the same office hours as the High School, beyond the designated google meet, during school hours our staff is always available..

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With that in mind I organize the meetings in the same order...We talk academics, I talk and share what is going on at digital and the high school...throw in a few slide of hand corny magic tricks,  and then allow/encourage participation between students.

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With that in mind I organize the meetings in the same order...We talk academics, I talk and share what is going on at digital and the high school...throw in a few slide of hand corny magic tricks,  and then allow/encourage participation between students.

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The purpose of my google Meet is really first..academic suport,  second create  that relationship between me and my students and third allow the students to build a learning social community.  .

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The purpose of my google Meet is really first..academic suport,  second create  that relationship between me and my students and third allow the students to build a learning social community.  .

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MS students aren't doing very well with the concept. As a building, we have a page on our building G.C. where students can see the links and times for ALL teachers who offer office hours to have an easy place where all the information is compiled.

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I like to have a small agenda (2-3 items) to focus on but go with the flow with whatever students need from me. It is their time to tell me what wholes they have and what needs to be filled.

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I like to start the zoom and allow them to come in with LOUD upbeat music!  Sets the tone that we're going to have a great time! It's also similar to what I would do in a face-to-face class.  Often, there's trivia or conversation around music or the topics in the music to start building rapport.