Remote Learning across the Continuum

 

A major highlight for me has been seeing the independence and responsibility of Lower School students develop. Planning over the March Break, we had little idea of what the students would be able to handle as remote learners and how to best deliver our concepts. I continue to be impressed by the drive, openness, and character of my Grade 5 students. I see the students becoming greater risk-takers as they approach tasks without a teacher being in front of them. Week-to-week, I see this growth in students and I am incredibly proud of how they are handling this unique situation.

 

Throughout the school year, teaching time management is a focus in the classroom. Having to do this remotely takes the challenge to a completely different level. At home, managing the timing for each task is an obstacle as an adult, so having students tackle this challenge at their age involves a learning curve. Trying to find a balance for those students who spend too much time on tasks while addressing the students who need to push themselves to take more time, is my focus. That said, each week shows improvements as some students have begun tracking their time, while others print and adhere to a specific schedule. It is a work in progress, but one that continues to show growth that makes me extremely proud of my students.

 

Another challenge has been taking traditions that have developed over the years, like our Grade 5 Poetry Jam, and finding ways to shift the lesson to function in a remote learning setting. The culture of our school is one of collaboration, exploration, and experience. All three of these goals take on a completely different meaning when working independently from your peers in the virtual classroom environment.

 

Remote learning has pushed all of us further outside of our comfort zones. This time has pushed me to investigate new materials in hopes of replicating the classroom environment. I have become increasingly comfortable working in a video format, and making use of different online platforms. This time of remote learning has allowed me to discover new resources that will be useful when we return to the classroom as well. Beyond these take-aways, I will be returning to school with an even deeper appreciation for the benefits of collaboration and discussion in the classroom.

 

 

 

Despite the physical distancing, the highlight for me is the time I do get to spend communicating with my students, either by video conferencing or in the messages we are sending back and forth. When I can answer a question and my students tell me that it is really helpful, I get the same reward that I get when I am with them in person at school. It is the best part of my remote learning - it remains the best part of teaching for me.

 

I miss the interactive part of a math lesson in the classroom and I am finding it a learning opportunity for me to teach math this way. Even if you are face to face on a video call, it does not flow quite the same. I liken it to trying to teach in a massive lecture hall. The teacher feels so far away from the students that their voice almost echoes and there is a delay when students speak as if someone has to run across the auditorium to give them a microphone. I find it less authentic, but I am working on making it work!  

 

It has pushed me to rely on technology more than I ever have before. I see the benefits in many ways. There are many new things I have learned to do that I will continue to use once we are back in the classroom. 

 

 

 

Only one? Taking online classes with teachers from around the world to learn more about remote teaching. Learning about new tools to use in teaching, such as Flipgrid. 

 

Technological challenges top the list - slow internet connectivity at home, videos that didn't record sound or won't play back properly, but each problem is an opportunity to problem-solve and learn more about these tools.