by Christine Boatman
Over the past year, my students have experienced loss and trauma caused by the COVID-19 pandemic—including health crises, financial hardships, and limited access to education—as well as from a wildfire that tore through our community, burning many homes. Now that my students and I are returning to an in-person classroom, I am considering how I can best support each student through this transitional period. Teachers everywhere are faced with the challenge of helping students readjust to a classroom environment, face residual trauma from the past year, and “catch up” after what was, for many, a less-than-productive school year. Here, I share some strategies that I have found essential to supporting my students as we return to in-person schooling.
Continue reading “Supportive Strategies for Post-Pandemic Classrooms”
By Kevin Scott
I’m a teacher. Simply writing that statement feels refreshing and comfortable, yet it’s an identity to which I only recently returned. I taught 7th graders in the early 2000s. My first year of teaching U.S. history included trying to explain the election of 2000 and Bush v. Gore. My second year began with 9/11, and my third included the D.C. Sniper, which forced every kid in the D.C. metro area to stay indoors for the entire fall. No sports, no P.E., no riding bikes—just fear. I stayed in the classroom until 2007 when I took my experiences to a national education organization to use what I knew in a new environment. If I’m being honest, I was burned out and had two young sons who wanted to know why their dad wasn’t at their preschool’s “Donuts with Dad” or the end of year graduation lunch with the rest of the parents in their class.
Continue reading “A Return to Teaching in a Pandemic Year”
By Mary Eno
COVID-19 continues to have a devastating impact on our educational institutions. Therapists who work with kids are experiencing these reverberations along with teachers and school support staff, as we work hard to find ways to support our clients who are struggling. And, just like many school personnel, therapists are hustling to learn how to do their jobs online while worrying about when and how we might be able to open our offices safely again. While we might be tackling kids’ problems from different angles, we’re dealing with similar issues and share a common goal: ensuring that all children learn and thrive at school.
As a therapist who has worked for many years with kids who have school problems, I’ve learned that there are enormous gains when teachers, student support staff, and therapists collaborate. Each party has different insights to share and has access to different aspects of a child’s world. Together, we can pool our data points about a particular child to better understand their lived experience. Given the myriad problems that have been exacerbated by the pandemic, it has never been more important for schools and therapists to work together to support vulnerable students and their families. So how can educators and student support staff best collaborate with outside therapists?
Continue reading “Collaborating with therapists to support your students during COVID-19”
By Jonathan Gold
In a normal year my seventh grade history students would be preparing to debate the merits of the American colonists’ arguments for declaring independence. This year, which would have been my fifteenth in the classroom, is no normal year; instead of teaching history to socially distanced students, I am on leave, working as a full-time homeschool support teacher for my special-needs 9-year-old. My son, Neko, has an extremely rare chromosomal disorder that causes deafness, autism, and significant developmental delays. Neko’s amazing school opened fully remote, and with childcare unfeasible for a child with his profile, my family and I decided I would stay home with him. Neko’s needs are fairly significant and life with him can be challenging. In our best moments, we think of him as a mystery: a magical child who hums with the energy of the universe in ways we can’t fully understand. Serving in this new role as his teacher has given me a different perspective on the complexities of teaching and learning.
Continue reading “What My Special Needs Son Has Taught Me about Learning”
By Mary McConnaha
Since moving to virtual, hybrid, or socially distanced in-person learning, many of us have had to adapt our tried-and-true classroom procedures to fit these new environments. As a middle school English teacher, I have always enjoyed engaging with my students through my “bellringers”—activities I’ve established for the first few minutes of class while my students get settled. Though it took some trial and error, I’ve found ways to continue these traditions via hybrid and online learning. What’s more, I’ve found it to be more important than ever to engage with and uplift my students through these small routines. Here, I’ll share my favorite ways to kick off my English class, whether in-person or online.
Continue reading “Why Bellringer Activities Are More Important Than Ever”
By Danielle McAuliffe
The absence of bells and the cacophony of announcements in the morning is replaced with an unusual, peaceful quiet in the virtual high school. There are no loitering students in the halls, no calls to cover classes, no broken copy machines or parking problems. The usual hustle and bustle of what we associate with school is gone, and we are left with, well, time. Uninterrupted time to prepare for the day has become the new normal for both students and teachers. And I don’t mind it—in fact, I enjoy teaching remotely.
Continue reading “The Unexpected Benefits of Teaching Virtually”
By Nancy Boyles
Soon after the world shut down last March and students fled the classroom to stay safe at home, teachers recognized the heightened need to address children’s social emotional (SEL) needs. These were strange, scary times: Were the kids okay? How were they faring away from their friends and teachers and the familiar routines of school? It was a scramble to reimagine school overnight, but teachers quickly saw the value of using picture books with SEL themes as part of their online instruction. Excellent, I thought. What a great way to connect thinking and feeling.
But in practice, it’s easy to fall into a few pitfalls that can lessen the impact of reading SEL-related picture books with students. Here are three tips to maximize the power of picture books to connect SEL and literacy whether teaching online or face-to-face in a classroom.
Continue reading “The Power of Picture Books: Maximizing the SEL-Literacy Connection in Turbulent Times”
By Mike Anderson, Reposted from Leading Great Learning
Last week I had the privilege of teaching two online workshops for teachers about getting ready for the upcoming school year. They were both so much fun! We played games that teachers can use with their students (either in person or online), shared strategies for co-creating rules with students in K-12 classrooms, reconnected with our deeply held positive beliefs about why we teach, and so much more.
One of the most practical activities we did was to co-create lists of routines we might need to teach this fall as we begin facilitating learning with students. One of these workshops was with Bedford, NH educators, who are heading back in a few weeks with a hybrid model. Students will be in school some days and at home others. The other workshop was held through UNH Professional Development and Training and was attended by K-12 educators from around New Hampshire who are heading back to a variety of settings.
Continue reading “Routines to Teach: Fall of 2020”
By Christine Boatman
As a social studies teacher, I am always curious about how future historians will view current events. Lately, I’ve found myself particularly interested in how the COVID-19 pandemic will be analyzed by generations to come—and, seeking a precedent that might provide some clues, I’ve found myself drawn to how history remembers the Spanish flu of 1918. This semester, I’ll be using this comparison to help my students contextualize current events by investigating a historical event. Furthermore, the three activities I’ve put together for this purpose will help my students develop their critical thinking skills. We will be investigating stories of individuals impacted by the Spanish flu, exploring primary sources related to the Spanish flu, and, finally, my students will write an account from the perspective of an individual living in 1918, based on these primary sources. (Please note: it is important to take into account the ages and individual experiences of your students when planning these activities, and to be sensitive to any adverse reactions.)
Continue reading “The Spanish Flu versus COVID-19: Critical Thinking Activities for Social Studies”
As schools resume classes this month, teachers and students are engaging in online learning to an unprecedented degree. To help educators meet that challenge, Norton Books in Education has recruited experts in remote instruction to address the nuts and bolts of teaching online. The practical tips below are excerpted from five Quick Reference Guides to be released this fall:
Continue reading “Quick Reference Guides from Norton Books in Education”