Adapting Your Face-to-Face Course to a Fully Online Course: A Guide
The selection criteria were to include the moments where student groups are discussing their study experiences and support expectations for student engagement. The grain size of the analysis categories was not limited to any specific conversation length, but meaningful units were coded based on the contents of small-group conversations. May 29, · Post Expectations Around the Room. From the first day of class, the expectations for academic and social success should be publicly visible. While many teachers post their class rules for all to see, it is also a great idea to post your expectations. You can do this through a poster that you create similar to the one you might use for class rules, or you can select posters with inspirational.
There are countless distractions expectatkons learning at home: a cat walking across the keyboard, a sibling goofing how to build a easy tree house in the background, a comfy bed to lounge on, a pantry full of tempting snacks.
As teachers tread into uncharted territory with an abrupt mass transition to online learning, many are now having to decide: How much should they be enforcing school rules via webcam?
Some teachers are making their own set of online class rules and posting them for others on Pinterest, Instagram, and other lesson-sharing sites such as TeachersPayTeachers.
Many of these posts seem to replicate the expectations of a normal school day as much as possible. Eye contact should be maintained. Refrain from chewing gum, eating, or drinking in front of the camera.
According to a nationally representative Education Week Research Center survey of more than educators, more than a fifth said that during school-building closures, they have taught live, virtual classes at specific, predesignated times where students can interact with each other and with the teacher. That can give what does mbn stand for a sense of normalcy and connection—but it can also leave teachers trying to keep students on task and engaged in virtual environments they are not familiar with.
As a syudent, expectations for student behavior in online classes range widely from strict adherence to physical classroom rules to much more laissez-faire approaches during the school building shutdowns. One teacher, for instance, told students to dress appropriately as they would in school, not to eat or snack, limit distractions, and be mindful of their surroundings.
But these types of strict guidelines have raised some concern among educators, who say that students need to be given grace during a difficult, scary time. Leah Smith, a 7th grade English teacher in Litchfield, Expectatons.
She hosts a minute lesson each day on Google Meet, and then students can connect individually with her afterward. Zoom does allow teachers to mute everyone, but many schools have shied away from using the videoconferencing tool due to privacy and security concerns. Smith also spent a chunk of class time one day encouraging students to show off their pets. And Smith had to remind students to keep their chatbox usage appropriate after she noticed them sharing their TikTok handles with each other during class.
This is a scary time, and students need reassurances from their teachers, not punishment and extra rules, said Dave Austin, a 7th grade social studies teacher in Marlton, N. Students might not have their own private, quiet space to expecttions on to class meetings. Their parents might be at work or working from home and unable to supervise. Students might also be tasked with watching younger siblings while their parents are at work. Teachers also need to be conscious of the fact that students are not receiving the same behavioral supports at home that they got in class, said Kenneth Schuster, a clinical neuropsychologist at the Child Mind Institute, a national nonprofit for children with mental health and learning aw.
Children with disabilities are still entitled to special education services during online learning, which many schools have been scrambling to make work.
But they might look different during online learning, which can be an adjustment, Schuster said. Even informal supports—like a teacher tapping a particularly active child on the shoulder to remind him to focus—are no longer available in a remote learning situation, he added. And the lack expectqtions those informal supports, as well as other factors, could be having an impact on the level of attention students are how to reset lg rumor touch without lock code to their online schoolwork.
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Current Issue. Special Reports. EdWeek Research Center. EdWeek Top School Jobs. EdWeek Market Brief. Menu Search. Sign In Subscribe. Reset Search. By Madeline Will — April 08, 6 min read. Ard article Remove Save to favorites Save to favorites. Madeline Will. Follow Unfollow. Staff WriterEducation Week. Madeline Will is a reporter for Education Week who covers the teaching profession.
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Striking a Balance
As a consequence, expectations for student behavior in online classes range widely from strict adherence to physical classroom rules to much more laissez-faire approaches during the school. It may mean that you offer alternative ways for the student to demonstrate the learning outcomes because they find writing difficult. Having high expectations means that you: 1. Believe in all your students. You believe that every student can learn and if they haven’t learnt yet, you just haven’t found the way that is meaningful to them yet. 2. This makes a visible learning link from the instruction to the task. It also builds students’ expectations of their own work. When they begin working, their understanding will be clearer, and their own expectations will be higher. That was a big key: their own expectations will be .
Student surveys are a cornerstone of my instructional practice. My students take a survey once or twice each month to reflect on their learning and classroom experiences as well as to provide me with valuable feedback. After years of surveys, I have tried many questions and question types and have found some that lead to better feedback than others.
This post focuses on the reasoning behind those 15 questions. I would love to hear about your favorite student survey questions in the comments! If you have questions on how to write a great student survey, take a look at Survey Your Students. The original question. In later units, I might tell them about the standards and learning targets for the next unit, and ask them what they want to learn surrounding those topics.
Their feedback gives me an idea of which topics to spend more time on or to add to our upcoming unit. I read this post a few years ago and took it to heart.
Now I survey my students about whom they want to sit with often and try to be responsive to their wants and needs. They feel heard, and I learn who needs a friend and who has all the friends. Even when I end up asking students to choose their own seats, I ask this question to get a feel for the social undercurrents in our classroom. If students are struggling to name a moment where they felt successful, why is that?
Is this a particularly difficult class for them, are the directions unclear, is the pace too fast? Alternatively, if students cannot name a moment that was difficult, the assignments or learning may not be challenging enough.
This question helps to inform differentiation. Lastly, if students all feel successful or were challenged on certain topics, this can help to inform lesson planning and reteaching. This questions helps me figure out what lessons I need to update or change the format of, and which lessons are going well. Keep in mind that the wording of this questions asks students about their favorite and least favorite lesson, not which lessons were most valuable to their learning.
Be prepared, student responses to this question can be vague. If you are expecting them to name specific lessons, I would recommend providing them with a drop-down menu of options in the student survey. There is never enough time to spend on metacognition.
Students and teachers are often so deep inside the learning experience that taking time to back away and reflect on the big picture is rare. This question can also show which students think they have it all figured out and some do , and show which students have low self-esteem and may need encouragement.
If you are asking your students to reflect on their performance, you need to be prepared to reflect on your own. Most of my personal and professional growth has been a direct result of these questions. However, students are honest and recognize that if you improve as a teacher their experience improves as well. I would recommend talking about the difference between complaining and constructive criticism during the first survey to make sure that students understand your expectations for these types of questions.
After my very first survey seven years ago, I had to figure out what a teacher voice was after students complained that I was too quiet and lacked authority. I continue to work on how I explain concepts and ideas in multiple ways for all types of learners. Students often ask for more time to learn and this has helped me think about student choice in the classroom and flexible time frames for learning.
I always ask these two questions together. Recently, I got even more specific, and ask them about questions in Pear Deck.
You can see their responses below. Sometimes the classroom experiences that students enjoy and helps them learn are the same, but if not, it can be eye-opening for them to think about prioritizing one or the other. Homework is controversial and I really had no idea how much time and effort students were devoting to my class until I starting asking them.
Sometimes I ask them general questions like the one below; other questions have been very specific about when, where, and how long students work on homework for my class. It will be important to identify and spend time with the 4 students who are completely overwhelmed and also create more practice opportunities for students who are interested in having more practice. I want to create a classroom environment where students are challenged to reach their potential with appropriate scaffolds in place to prevent this from being a highly stressful experience.
I hope for them to feel uncomfortable in their learning but not anxious or panicked. The only way to know if this is actually happening is to ask my students. I have asked the three questions below individually and as a series of questions in a single survey, as shown below. The goal of using technology in the classroom is to move beyond substitution and impact student learning and improve the learning experience.
I can certainly look at test scores to determine the impact of technology devices or specific apps , but hearing from students is also important.
I ask students about how they feel using Socrative , Pear Deck , and Instagram impact their learning and about how often we use technology in the classroom.
Depending on their responses, I can increase or decrease the frequency with which we use certain types of technology. I can also add or eliminate certain types of technology based on their responses. For example, my students were enthusiastic about Kahoot in a recent survey, so I am planning to give this a try!
This question is just plain fun. This student survey question really surprises some students and their responses often surprise me! Some students will ask for candy and loud music, others think about furniture, but their hopes and dreams for their current classroom are illuminating. Sometimes their lack of ideas also says a lot about how they feel towards your class and school in general.
Meaningful rewards in high school are difficult! The best way to come up with rewards for students that are meaningful to them is to ask them. The first time I asked this question in a student survey, I asked students which other teachers I should go observe. You can read their enthusiasm in exclamation points and all-caps text.
These responses give me an idea of what they are enjoying in other classrooms. Even if they enjoy what is going on in my classroom, I am interested in learning about routines, instructional methods, and technology that are working in other classrooms. I stole this one, too! The responses from her students were eye-opening and I have had the same experience when adding this question to student surveys. In just the past week, students have responded to this prompt to let me know:.
Students share so much good information in their answers, but I never know if I am asking the questions that they want to answer or truly getting at what my students want me to know. I hope that their question ideas will spark new ideas for surveys and improve learning, communication, and the community that we build in the classroom. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment.
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