Apr 25
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Seeking new avenues to reach kids without direct access to school-based services, counselors and social workers are now connecting via video conference, apps, and phone calls, or working directly with teachers to embed social and emotional practices into their remote teaching. Counselors, principals, and teachers share their new approaches Read article
Apr 24
Apr 23
“My biggest worry is the kids I’ve gotten no response from,” said Rose, who is retiring in June and never expected to end her career struggling with online teaching. “I’m calling and emailing them constantly. Maybe their parents are sick, undocumented or out of work. Some might not have a Chromebook or internet. They are literally MIA and may never come back.”Read article
Apr 23
Here are some resources from a recent summit on Making Social-Emotional Learning Work When Schools Are Open or Closed from Education Week. See resources
A comprehensive guide to Adult Social Emotional Learning
Apr 22
“Many districts have simply stopped taking attendance altogether, or focused on preparing teaching materials and getting students access to technology before determining whether they were using it….But measuring engagement time online can be an imprecise science, said Gary Miron, a professor at Western Michigan University’s College of Education and Human Development. A student might have schoolwork open in one window while spending more time on social media or a game in another window. Virtual schools that have quantified attendance as “one interaction per week” fall well short of ensuring students are engaged, he said….Many schools are struggling to reach students who have not been engaged in learning since the pandemic hit, Education Week reported this week. Among more than 1,000 teachers who answered a nationwide survey this month from the Education Week Research Center, an average of 21 percent of their students have been “essentially truant” or unreachable during COVID-19 closures.” Read article
Apr 22
“For me, living and teaching during the coronavirus pandemic has been a roller coaster of emotions. I realized minimizing them or ignoring them is not healthy. By embracing where I am (or am not), I hope to show my students and my family that I am not a superhero, I am just human. Like many, I am grieving the loss of my freedom. I am fearful for my health and the health of my family. At the same time, I am happy about the new ways I have found to connect with my students. I miss going to school, but I am also grateful for this golden time spent with my own family. As uncomfortable as it feels, I am slowly starting to accept that I have no choice but to sit in this moment with my students. There are no clear solutions or quick fixes. I can’t minimize the gravity of this unprecedented crisis for them or myself. For now, the best I can do for my students and myself is to accept that right now, it’s OK to not be OK.”Read full article by Lory Walker Peroff
Apr 21
“Chronic absenteeism and tracking attendance are rising equity concerns as large numbers of students have not logged in to online classes several weeks after their schools closed due to coronavirus, according to several published reports. Hundreds of thousands of students lack adequate technology to access online classes while many others log on but face distractions such as caring for siblings and sharing laptops, The Associated Press reported via ABC News.” Read article
Apr 21
“Using a funny object to monitor participation or as a writing prompt can help high school students relax and share their creativity.”Read full article
Apr 14
Families across the USA interview each other about what it’s like to learn at home since schools closed due to coronavirus (COVID-19). Watch the 5 minute video
Apr 14