Educational Blogs

How to Raise a Reader (Even If They Don’t Love Books)

Angel BoucherLeave a comment

Reading for pleasure has become a thing of the past. Research shows that society is reading 3% less each year. This is showing strong effects among students and children as well. With hectic, busy lives and social media, we have lost the passion for individualized reading.

Benefits of Reading

Reading encompasses several benefits.

One of the greatest impacts we see with reading is a stronger correlation with mental health. Reading helps students cope with the mental, physical, and social-emotional skills needed in life. According to research, those with early childhood literacy skills are more likely to succeed academically.

From a physical standpoint, reading helps people live longer. According to Kaiulani Shulman 1,*, Karen Baicker 2, Linda Mayes, “Adults who read for more than 3.5 hours a week were 20 percent less likely to die over the 12-year study follow-up than those who didn’t read books.” Lifespan is expected to extend by almost 2 years for those who read more often and earlier in life. It’s reported that after COVID-19, more than 2/3 of literacy skills were lost for Kindergarten children.

Reading correlates directly with creativity. It forces the brain to make images based on what is being read. It allows the mind to explore innovative activities. America used to be one of the most creative and innovative countries in the world. Now it seems like we are slowly falling behind other countries. This has a direct correlation to reading drops.

Just under 40% of all 4th graders are performing below grade level on reading assessments. So, how do we help this?

Book Tastings

One of the biggest battles we face is the statement, “I don’t like reading.” It’s not that they don’t like reading; it’s that they haven’t found something they enjoy reading. If I love science fiction, but I’m constantly thrown romance books, I probably will not enjoy reading either.

Adults and kids need an opportunity to “taste” books. They need to learn how to skim a book and find something that interests them. Once they find a book they enjoy, they will enjoy reading. Schools try to teach these skills, but they also need to be shown in real-life contexts. We need to use the skills of reading the back of the book, skimming through pages, researching a book, looking at the cover, etc. One book that interests someone will change their life and perspective on reading. Librarians and teachers can help teach these skills as well and/or find recommendations that fit your interests.

Libraries

Local libraries offer free memberships. Even for families that cannot afford to purchase books, they have books they can borrow and read. Libraries offer a variety of graphic novels, audiobooks, kid books, nonfiction books, fiction books, and more. Most libraries just want proof of address, but some may not require it. If your student is in public school, many local libraries partner with the schools to sign students up for accounts.

For those who prefer online formats, most libraries offer online books (audio and digital format) for people to read for enjoyment. For those with busier lifestyles, or students who engage in extracurricular activities, audiobooks are a great option. As someone with ADHD, I do find audiobooks a bit more difficult to follow, but I’m still able to listen at times. By summarizing what I heard, I can process the reading. This still helps grow literacy skills.

Dedicated Reading Time

Just like chores or other daily habits, like brushing your teeth, showering, getting dressed, etc., reading should be built into a daily schedule. Just reading 20 minutes a day makes a huge impact. The most important thing to keep in mind is that reading should be at a “grade-level.” By reading things at grade level, you’ll be exposed to proper use of writing and new vocabulary terms, which will build brain capacity.

“Children who are read to at least three times a week at home are more likely to recognize each letter of the alphabet, count to 20, write their names, and read or pretend to read when they enter kindergarten.” This statement from the earlier research shows that reading is crucial to brain development. Reading before bed or as you wake up could make the difference in academic success.

According to Renaissance, 15 minutes is the minimum time required before positive effects are seen. The greatest impact is seen in those who read 30 – 60 minutes per day. By intentionally building in reading time, achievement gaps will be closed more slowly.

One way to achieve this is through modeling reading. Though it may sound strange, it would be beneficial to have a dedicated family reading time. Families could spend 15 minutes reading in silence, then spend about 5-10 minutes discussing what they read. To start off, magazines and graphic novels are sufficient to get families started.

Class Time

In my class, we use Fridays for basic reading and writing. Students spend 20 minutes reading in silence in class, a book of their choice. Students spend time in class finding a book. As an English teacher, it’s important to bring this reading time into a class at least once a week. Preferably, reading time should happen daily. With the increased pressure from states and governments on testing, it is difficult to find the time to bring it in. However, it is a catch-22: if we don’t give them time, how will they grow in literacy skills? We also need to give time to teaching standards. There should be a good balance.

In addition to embedded reading time, teachers should have an extensive library in their classroom. Whether this is an English teacher, math, science, or social studies, teachers should have access to books in their class for students to read. We need to go back to the basic habits and encouragement of “When you’re finished, we should be reading.” It forces students to slow down and not rush through work. It also encourages reading. If we have access to books in every content class, students won’t have an excuse not to read.

Students should visit the school library often. This encourages new book Tastings and opportunities to read new books. This allows students who may not have access to the public library access to a library in general. Some districts have taken away the library and used it for behavior intervention classes. That is doing an injustice to American society.

The Power of Picture Books

You can find picture books with no words. These are great for having students process what is happening in the images. They can then create their own ideas of what is happening in the story based on other things they’ve seen or read. Picture books still provide a basic understanding of the structure of a story (beginning, middle, and end) and plot. This is partially why graphic novels are great with younger readers. It uses short sentences to help with reading and vocabulary, and also provides some visual help to understand what is happening.

The Answer Lottery: A Low-Stress Way to Motivate, Assess, and Engage Students

Angel BoucherLeave a comment

The biggest challenge in modern classrooms is obtaining and maintaining students’ attention. Research from the American Psychological Association shows that the average American’s attention span is shrinking. As Dr. Gloria Mark points out, hardly any of us have gone a day without a distraction from our phones or computers. We are inundated with social media, news alerts, emails, text messages, and more. This attention span is worse for students.

In an age of TikTok, YouTube, and Instagram, students struggle with videos or reels that are longer than a minute or two. If they do catch one that is longer, they often use the speed-up option to get through it faster. If they struggle to focus during their leisure time, how do we expect them to concentrate in class?

In addition to the lack of focus, we face a world of rewards and challenges. When we face challenges or a system of rewards, we tend to work better and more focused to achieve success. How can we gamify a lesson to motivate students to work towards success?

Take Boring Questions and Turn Them Into a Lottery

Tired of the old sit-and-get method of reading a passage and answering questions? You don’t want to deal with sharing answers or grading each student’s paper? Are you worried about students “cheating” by changing friends’ answers while they grade? Turn formative assessments into an answer lottery.

What You Need

1-100 Number Chart

The first thing I do is pull up a 1-100 numbers chart. You can find all of these online. You can save it, create a custom number chart, or print it. I personally love projecting it on the Smartboard so students can choose and see where their friends are, how many slots they have, etc. You can also use a larger numbers chart, but I’ve found that 1-100 works best for classes of 30 students or fewer.

Suggested Links:
1-1,000

Text with Questions (or Made Ones)

You could use any form of media as a text. It doesn’t have to be a passage for students. You could use a video clip, lyrics, a song, an audiobook, a podcast, a passage, a book being read in class, etc. To introduce this concept, I’m going to use a traditional passage with texts.

Suggested Links:
NewsELA
CommonLit
ReadWork
ReadWriteThink

Optional

An answer sheet allows the students to keep track of the questions and the responses. You can put the questions and answers on the same sheet for reference, or use an answer sheet.

Prizes are always motivating for students to do well and win. My students personally love Jolly Ranchers. I buy bulk Jolly Ranchers from Sam’s Club.

How It Works

Students will read the passage. You can do this the same day or on separate days. If you want a deeper analysis of the text, I suggest doing the deep reading one day and the lottery questions on another. Regardless of how you do it, do not introduce the questions until you are ready to move on.

This works best in partners, but you can do individual students or groups of 3. Anything above 3 gets a bit messy.

Provide the students with the questions and the answer sheet (I highly recommend short responses). Place these questions face down on their desks. Let the students know they shouldn’t flip their paper until you say so. If you catch them flipping the paper, they will be disqualified from the lottery and required to answer the questions individually.

Explain the rules. These rules can be modified as you see fit (as everything else in teaching):

  1. You can answer any question. You do not have to go in order.
  2. You must use the R.A.C.E. strategy.
    • Restate
    • Answer
    • Cite
    • Explain
  3. Once you believe you have the answer, you raise your hand to check your answer.
    • Other Ways to Check:
      • Buzzers
      • Have them approach you
      • “Take a Number”
      • Online Response (with timestamps)
  4. If your answer is correct, you and your partner can place your names on a number. If your answer is wrong, you must correct your answer before placing your name on the lottery board.
    • It is up to you whether both names go on the same number or on different numbers. This is why I say any more than 3 in a group can get messy. We know not every student pulls their weight in groups.
  5. Only after they have listed their name on a number will they return and do the same for another question. Again, these questions do not have to be done in order.
  6. For every correct answer, they will both place their name on the board. There is no limit on how many times their name can appear on the board.
    • This eliminated the stress of being the first one done, language barriers, etc. It allows students to participate and practice while relieving some stress and giving them a chance to win.
  7. At the end of the questions, you spin, roll, or choose a random number selector to pick a winner.
    • You can have more than one winner. If you have more than one winner, it is up to you whether a group can win more than once. Having more than one winner gives those whose names aren’t on it a chance to win still. I’ve had students with their names on the lottery board just once, and still one, while others were on it 5 times and never won.

You cannot erase anyone else’s name. If you do, you will do the assignment on your own and receive an additional consequence.

Why This Works

Students love competition. If they can compete with each other to win something, it motivates them to work.

It encourages collaboration. This activity will allow students to work together and discuss their answers before writing anything down. This can help students process their answers before submitting.

You give immediate feedback. This allows students to know what is right and wrong before answering for a grade and/or others. It will enable instant correction while still allowing them to get their name on the board.

It is truly random, so there are no claims of favoritism. It provides equal opportunities for all learners to participate.

It gives students a mental reset after each question. They can physically stand to write their name on the board, which incorporates movement and allows their brain to refocus when they return to the next question.

It allows choice in their work. Because you are allowing students to complete questions in any order, they can review all the questions and pick the ones they are confident in before moving on to the more challenging ones. It still allows you to assess their ability to answer the questions before they move on. This will enable you to correct any mistakes so they do not get into the habit of poor responses.

Tips for New Teachers: What I Wish I Knew

Angel BoucherLeave a comment

Starting a teaching career can be overwhelming, especially without the support of a comprehensive teacher preparation program. The transition into the classroom often brings anxiety and uncertainty.

My journey was unique. I was assigned two campuses while managing five-course preps. At first glance, this might seem daunting to most, and truthfully, it was a significant challenge. However, this experience provided invaluable lessons. The contrasting cultures and demographics of the two campuses broadened my perspective, and the strong support system at one of the schools was crucial to my growth.

Now, fifteen years later, here’s what I wish I had known as a new teacher:

Ask Questions: The Key to Growth as a New Teacher

As a new teacher, you don’t know what you don’t know. The best way to navigate the learning curve is by asking questions—whether to colleagues in your content area, teachers in your hallway, or those with similar teaching experiences. These conversations will provide some of the most valuable insights as you establish yourself in the classroom.

Asking questions is essential to success, from lesson planning and classroom management to scheduling and parent communication. Even after fifteen years in the profession, I continue to seek advice from my peers. Every school has its own culture, and what works in one environment may not be effective in another. If you transition to a new campus, district, or leadership team, take the time to understand the expectations and dynamics of your new setting.

Not Sure What to Ask? Start Here.

To help you navigate your first few months, consider asking:

  • Student Expectations: What are the arrival, dismissal, and transition procedures?
  • Student Demographics: What should I know about our student population?
  • Curriculum & Pacing: Is there a district-mandated curriculum or pacing guide?
  • Technology Resources: What tools are available for teachers and students?
  • Professional Development: What training opportunities are offered?
  • Observations: Am I allowed to observe other teachers on and off campus?
  • Administrator Feedback: How do administrators provide feedback?
  • Campus Routines: What are the key procedures (e.g., CHAMPS, lunch routines, hallway transitions)?
  • Parent Communication: What is the preferred method for contacting parents? Am I required to document interactions?
  • Student Accommodations: How do I track 504 and IEP accommodations, and where is this information recorded?

You’ll gain confidence and build a strong foundation for your teaching career by actively seeking guidance. Never hesitate to ask—every question brings you one step closer to success.

Beg, Borrow, Steal, Adapt, and Train: Learning from Others as a New Teacher

One of the most valuable things you can do as a new teacher is learn from those around you. This includes colleagues within your building, educators from other schools, professional networks, social media, and online teaching resources such as Teachers Pay Teachers. With so many tools and sources of inspiration available, it can feel overwhelming to know where to start.

Recommendations for Expanding Your Knowledge

  • Explore District and Regional Trainings – Contact your district about in-person or digital training opportunities. Many states also have regional education offices that offer professional development for teachers. They may provide additional training options if you’re part of a union. Before enrolling, confirm whether the training counts toward the required professional development hours.
  • Join Webinars for Educational Technology – Many platforms, such as Canva, Nearpod, and IXL, offer free webinars to help teachers maximize student engagement and learning through their tools.
  • Engage with Social Media Communities – Follow experienced educators on Twitter, Instagram, and TikTok. Many share valuable teaching strategies, classroom management tips, and creative lesson ideas, often with real-life implementation examples.
  • Curate and Adapt What Works for You – No single resource or lesson perfectly fits your teaching style, schedule, or classroom structure. Be selective—take what aligns with your needs, modify where necessary, and leave out what doesn’t work. Remember that different schools follow different schedules, such as block scheduling versus shorter class periods, so flexibility is key.

Leveraging the wealth of knowledge from your professional community can help you build a strong foundation and continue evolving as an educator. Teaching is a collaborative profession—embrace shared wisdom and don’t be afraid to adapt to your unique classroom environment.

Be Yourself: The Power of Authentic Teaching

Authenticity is key to long-term success and reduced stress in teaching. Stay true to your teaching style and preferences. If interactive notebooks aren’t your thing, don’t feel pressured to use them. Teaching should balance innovation and comfort—trying new strategies is valuable, but forcing yourself into methods that don’t align with your style can lead to unnecessary stress. I believe in experimenting with different approaches at least once, but if something doesn’t work for you, it’s okay to let it go. What works for one teacher may not work for another, and that’s perfectly fine.

Building Relationships: The Foundation of Effective Teaching

Strong student relationships are essential for a successful classroom. Dedicate at least the first few days to getting to know your students. These conversations may initially feel surface-level—discussing favorite sports, candy, TV shows, or music—but they serve as a starting point for deeper connections. When asking students about their interests, be sure to share your own—modeling this interaction fosters mutual trust and engagement.

As the year progresses, find ways to incorporate personal connections into your curriculum. This can be done through warm-ups, exit tickets, or content-related discussions. For an English teacher, personal reflections and discussions are naturally woven into lessons, but small moments for connection are possible even in subjects like math. A little effort goes a long way in building trust and rapport.

However, always maintain professional boundaries. Avoid oversharing personal details, and remember that as a teacher, you are a mandated reporter. Some students face challenges far beyond their years; you may hear complex stories. If a student shares something concerning, you must report it appropriately.

By remaining authentic and prioritizing relationships, you can create a supportive and engaging learning environment where you and your students can thrive.

You Are Your Best Advocate

Above all, remember that you are your strongest advocate. Stay true to your values and teaching philosophy, and never lose sight of what matters most. This ties back to authenticity—finding fulfillment in this profession requires staying aligned with your core beliefs and principles.

That said, being true to yourself does not mean imposing personal views or political opinions on students. In many states, doing so is against ethical guidelines. Instead, model the values you believe in through your actions. If family is important to you, foster a classroom environment that feels like a supportive community rather than expecting students to conform to a traditional family structure. If you believe in equality, empower all students to express their perspectives respectfully rather than promoting a singular viewpoint. Demonstrating fairness, inclusivity, and critical thinking allows students to develop their values in an unbiased environment.

Applying these foundational principles can make your first year as a teacher successful. While there are countless strategies to help you navigate this journey, too much advice at once can become overwhelming. Start small, implement changes gradually, and refine your approach over time. Teaching is a lifelong learning process—embrace it with confidence and authenticity.

How to Review the School Day at Home: A Guide for Parents

Angel BoucherLeave a comment

Reviewing the school day at home can be a valuable practice for reinforcing learning, fostering communication, and strengthening the parent-child relationship. Parents play a pivotal role in helping children process what they learn at school, fostering a deeper understanding of academic content and supporting emotional development. Research suggests that discussing the school day can enhance memory retention, boost motivation, and build stronger academic habits (Epstein, 2011). This blog explores strategies for parents to effectively review the school day at home, promoting both academic success and emotional well-being.

Open-Ended Questions Encourage Meaningful Conversations

One of the most effective ways to review the school day is through open-ended questions, which encourage children to reflect on their experiences. Instead of asking, “How was school?”—which often elicits a simple “good” or “fine”—parents can ask more specific questions that prompt deeper thought. Questions such as “What was the most interesting thing you learned today?” or “Can you tell me about a challenge you faced?” allow children to express themselves in more detail and engage in meaningful conversations.

Research by Fishel and Ramirez (2005) suggests that open-ended questions help children reflect on both academic content and their emotions, fostering emotional intelligence and self-awareness. Parents should listen actively and avoid interrupting, allowing the child to take the lead in sharing their thoughts. This process not only helps children articulate their learning but also fosters a sense of support and encouragement from the parent.

Incorporate a Routine

Creating a routine for reviewing the school day can benefit both parents and children. Just as students thrive on classroom routines, having a set time to discuss their day at home can provide structure and consistency (Epstein, 2011). Whether it’s during dinner, on the ride home from school, or before bedtime, establishing a regular time for reflection can help children prepare mentally and emotionally to share their thoughts.

Routines also ensure that reviewing the school day becomes a habit rather than a sporadic activity. According to Clear (2018), habits are more likely to stick when they are tied to specific cues—such as the end of the school day or a family meal. By setting aside a specific time for this conversation, parents can create a predictable space for children to share their day and process what they have learned.

Celebrate Small Wins

Acknowledging and celebrating small achievements during the school day can boost children’s motivation and confidence. When reviewing the day, parents should focus on both academic and social accomplishments to reinforce that all aspects of the school experience are important. Positive reinforcement, such as recognizing effort in completing a challenging assignment or highlighting acts of kindness, encourages children to take pride in their work and social interactions.

According to Carol Dweck’s (2006) research on the growth mindset, praising effort over inherent ability helps children understand that they can improve through hard work. By celebrating progress rather than perfection, parents can help their children develop resilience and a love of learning. Simple gestures, such as verbal praise or spending quality time together, can reinforce positive behaviors associated with schoolwork.

Focus on Emotions, Not Just Academics

School days are not just about learning math or reading; they are also filled with emotional and social experiences. It’s essential for parents to recognize the emotional dimension of their child’s school day when reviewing it at home. Asking about how a child felt during different parts of the day, how they navigated social interactions, or whether anything made them feel frustrated or proud can open up a broader conversation about emotional well-being.

Studies by Elias et al. (1997) highlight the importance of emotional intelligence in academic success. When parents provide a safe space for children to express their emotions, they help build emotional regulation skills, which are crucial for managing stress and maintaining focus in school. Additionally, validating a child’s feelings—whether they are excited, frustrated, or anxious—can create a supportive home environment where children feel understood and valued.

Encourage Problem-Solving and Reflection

Part of reviewing the school day should involve helping children reflect on any challenges they encountered. Whether it’s a difficult math problem, a disagreement with a friend, or anxiety about an upcoming test, parents can encourage their children to think critically about how to address these challenges. Asking questions like “What do you think you could do differently next time?” or “Is there anything you need help with?” can guide children toward problem-solving strategies.

According to Xu and Corno (2020), reflection and problem-solving are critical skills that contribute to academic resilience. By encouraging children to think about solutions rather than just problems, parents can foster a sense of independence and self-efficacy. This approach also reinforces the idea that challenges are a normal part of learning, helping children develop a healthy attitude toward overcoming obstacles.

Conclusion

Reviewing the school day at home offers numerous benefits, from reinforcing academic concepts to fostering emotional intelligence. By asking open-ended questions, establishing a routine, celebrating small achievements, and focusing on both academic and emotional experiences, parents can create a supportive environment that encourages their children’s growth. This daily review not only strengthens the parent-child bond but also instills lifelong learning habits that contribute to academic success and emotional well-being.

References

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Avery.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Elias, M. J., Gara, M. A., & Ubriaco, M. (1997). Emotional intelligence, social problem solving, and applied intelligence. In Social development: Relationships in infancy, childhood, and adolescence (pp. 167-193). Sage Publications.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Fishel, M., & Ramirez, L. (2005). Parent involvement in children’s education: A review of research and policy. Family Involvement Research Digest, 1-6.

Xu, J., & Corno, L. (2020). Engaging homework: Perspectives from teachers, parents, and students. Theory Into Practice, 59(1), 45-55. https://doi.org/10.1080/00405841.2019.1682173

3 Methods of Modeling in the ELAR Classroom

Angel BoucherLeave a comment

Modeling in the classroom is vital for helping students do their best. As educators, we often strive for perfection in showing students how mechanics should be completed, whether it’s fluency, compression, writing, editing, or revising.

But the reality is that even teachers need to model mistakes in a classroom. It makes teachers human and allows kids to connect with their teachers and release the pressure of perfection.

1) Write Without Organization

One of the first things I model with my students is brainstorming and writing. I don’t worry about details, paragraphs, word choice, introduction, conclusion, setting, etc. I just write.

Whatever flows from your mind should be processed on paper. You should never try to make the first attempt perfect – not with grammar, spelling, content organization, etc. Students should see you struggle as they would struggle. They should note any mishaps you have so they don’t feel pressured to be perfect at the start.

If you teach middle or high school, you likely have multiple classes. It would help to have an imperfect draft as a model. If you have time, it’s suggested that you write in front of them for every class. One way to spice this up is to create a different prompt for every class so you have multiple stories to tell.

Why is this important?

Sometimes, students feel the pressure to be perfect in their writing, which can cause brain fog. They get so wrapped up in needing all the literary elements that they forget the story’s basics.

Allowing a student to write freely lets ideas flow and run through without stress about perfection or judgment. Students who “just write” often find it easier to adjust their writing and revisit their content to ensure greater success.

Allowing them to write will also enable students to choose what they want YOU, as a teacher, to focus on during revision. Once the student gets the basic story on paper, you can focus on differentiation through small-group instruction.

If you allow them to write before creating a graphic organizer to separate the organization into paragraphs, you allow them to gather their overall thoughts before trying to break them down into big ideas. They can take apart their own essays and place them into “categories,” which become the paragraphs of the paper.

This can also make grading more manageable for you by allowing the student to focus on one thing at a time.

How to implement a small group after “just writing”:

Some small groups could be the standards that push students to the next level, which automatically leads to revision:

  • Theme
  • Thesis/Claim
  • Character Development
  • Sensory Detail
  • Introduction/Conclusion
  • Supporting Evidence
  • Use of Text/Graphic Features
  • Organization
  • Setting
  • Word Choice
  • Grammar
  • Conflict-Resolution

2) Marking the Text

When introducing a new concept, it is important to mark the text. This is best done color-coded. I personally enjoy different colored highlighters or colored pencils. I have the students match my colors as much as possible to ensure they have the same notes I do.

How to implement:

For example, when we learn about CER (Claim, Evidence, Reasoning), we use three colors. I like to use blue, red/pink, and green, but any three colors will work. I often do Blue for Claim, Red/Pink for Evidence, and Green for Reasoning.

During the first read of the passage, we just read, think aloud, and process what’s being said. We may pause and discuss chunks, summarize chunks, or find methods to help us “remember” the paragraphs of each section.

On the second read, we often look for the colors, focusing on one at a time. We will discuss what the claim is and how we know it’s the claim. Once the claim is identified, we often discuss the various ways it can be stated. As we read, we highlight in blue any mention of the claim. We discuss why the author repeats the claim throughout the passage, not just at the beginning and end.

On the third read, we focus on the red/pink for evidence. When we discuss evidence, we look for statistics, references, citations, etc. We look for facts about the topic. We avoid opinions, thoughts, and unproven methods. Whenever we see evidence, we highlight it in red/pink. From there, we discuss how the evidence supports the claim and why it’s essential to include it. This deepens understanding of how authors are intentional in their work.

On the last read, I focused on the green for reasons. Reasons support the evidence, which supports the claim. Reasons are the explanations for why the evidence is important. We draw attention to this to help students see the author’s thought process for supporting their claim.

Why it’s important:

By color-coding and modeling this, students can see the paper’s organization and better understand the author’s craft.

This gives a visual representation of writing for students. This allows students to see whether their own writing mirrors the author’s and make adjustments as needed. Students can go back to their papers and color-code their papers. If they do not see all three colors, they can revise to help their claim.

This method works for any genre or standard. The important thing is that there is a color-coded key for students to follow and refer back to often, ensuring they have a reliable reference for their own use.

3) One-Pagers

One mistake educators often make is believing students are familiar with certain classroom strategies. Though students may have a concrete background in most strategies, treating each strategy as brand new is essential.

Modeling one-pagers is vital because everyone has a different idea of what a one-pager should look like. The expectations should be drawn out as you grade a student’s one-pager. Sometimes, having a good and a “bad” example will help the student understand the difference. Students don’t need to be artists, so it’s essential to show that they don’t by incorporating stick figures, too!

How to implement:

One of the first activities I do at the beginning of the year is a one-pager about myself. On this one-pager, I put information strictly about me there: my interest in reading, writing, cats, traveling, pens, favorite snacks (Skittles, Doritos), shopping (Amazon, Target, Ulta), drinks (water, Coca-Cola, Dr. Pepper), and general information about my family (like two brothers, two nieces, two nephews, etc.).

When I do this, I incorporate different lettering, page breakdowns (how the one-pager is organized), images, colors, and more.

Why it’s important:

This is a great way to build relationships with students and set expectations for one-pagers. I only make one for this, even if I teach multiple classes, because it takes so much time. Sometimes, I will create or add to them in each class so students can see my progress. Having it already created allows me to think aloud with the students on the one-pager and explain why I chose what I did and how it ties to the rubric.

Modeling Doesn’t Stop There

Modeling is incredibly important for students, whether in first grade or eleventh grade. It allows students to see the process in action and process their learning with it. There are millions of ways to model within the classroom. Starting small with one of the methods above is easy and not too time-consuming. It doesn’t require much adjustment.

One of the biggest benefits of modeling is that it allows you to identify and address any misconceptions students may have during the creation process. I always told my students, “I never give you anything I haven’t done.” I do this not only to determine misconceptions but also to determine their interest in the topic at hand. If I’m bored, they’re bored.

The Gift of Failure – Ways to Encourage Failure

Angel BoucherLeave a comment

Most of us grow up not knowing what failure is. When we “fail,” we just keep going or keep trying. We don’t get berated for falling when we try to walk. We don’t get criticized when playing t-ball and miss the hit. Instead, we are taught to keep trying, keep working, and grow from our experience. At times, encouragement is also thrown our way to encourage us to do better.

Somehow, that changes, though, as we age. Somehow, encouragement turns into negative, non-productive criticism. Keep trying turns into giving up. Self-esteem gets tarnished and hurt. Perfection is expected, even though perfection doesn’t truly exist. A minimum standard becomes a measurement – whether it be weight, grades, time management, etc.

Somewhere along the way, we lose sight of what it truly means to fail and of the importance of failing.

Childhood Failures Encouraged

During childhood, it is considered a gift to fail. Even though it’s not necessarily called a gift, the idea of it being a gift is there. 

When babies first start speaking, they don’t say “mama” or “dada” on their first try. Instead, parents, friends, and other family members giggle, smile, and keep repeating the words in the hope of helping the baby say “mama” or “dada.” These same people don’t look at the baby with disgust and say, “You can do better. I’m disappointed in you.” 

Kids are notorious for lying – intentionally or not. Sometimes it’s a little white lie, while other times it’s quite large. As parents, we have a discussion with the child to encourage telling the truth and to explain why lying is wrong. After the discussion, there is hope for a change in behavior regarding lying. 

Children are encouraged to play, make friends, learn new games, and socialize. The more these things occur, the more growth happens. When children don’t play, don’t make friends, and don’t socialize, adults encourage it and sometimes seek assistance to make those areas grow. A concern is that those who do not play, make friends, learn new games, or socialize are at risk. 

So why do these expectations turn into negatives?

Adult Expectations

Somewhere around the end of elementary school and the beginning of middle school/junior high, society starts to place higher expectations on children. They must meet certain grades, respect others (especially adults), follow rules, stay quiet when spoken to, work with others, etc. 

It changes from encouragement to expectation. If those expectations are not met, we start discussions with children and let them know it’s no longer encouraged but is expected. When these expectations aren’t met, someone becomes disappointed. In turn, it hurts their self-esteem, leading to more issues with the very struggles they struggled with in the first place. 

Continue that through high school, where a required ACT/SAT score is needed to get into college, and many credits are required for graduation, placing pressure on an individual to achieve a specific score. The higher your score, the more likely you’ll get into a college of your choice – whether it be grades of ACT/SAT. Now, that encouragement becomes more pressure-based than genuine effort. College just intensifies this. 

Students begin to work jobs. There are expectations in jobs. In the beginning, new employees are often “guided” and given constructive criticism about their new job. However, that constructive criticism becomes toxic. It starts off slow with general criticism. Often, it turns into peers talking about one another, which in turn breaks the employee’s spirit. Even if this doesn’t occur in front of the person, the word eventually gets back around.

In all of these struggles, we forget the gift of failure.

Joys in Failure

What makes failure such a great concept? Why is failure so important? How do we encourage failure in a positive way?

Failure allows people to grow as individuals. It allows them to reflect on what happened, what went wrong, and how to prepare for the future again. Failure creates an atmosphere for continuous growth. Continuous growth is important for a person to ensure they become better. We can become better as a person, as an employee, as a friend, as a mother, as a father, as a sister, as a brother, etc. If we stay stagnant in who we are, we risk losing important people and things around us. 

Along with growth, failure allows us to handle criticism better – either from ourselves or others. Failure tells us that sometimes things happen, sometimes we mess up, and sometimes we need help, and that’s okay! Having that guidance allows us not to become broken in our self-esteem, but instead to say, “I overcame this,” no matter how big or how small. It breeds self-acceptance of what we can handle and what we can learn. A person who thinks they are always right has no room for growth and will never see the value in failure. 

Failure also allows us to find ways to never give up. When we fail once, we tend to try again. Failing multiple times, especially in adulthood, we tend to get discouraged. However, if we view failure as a lesson rather than an action, we can see where growth can occur.

Applying for a job but not getting it because of a bad interview is a learning experience. We can reflect on why it was bad. Was it the outfit? The noise? The choking during answers? We take time to reflect on the reasons to make changes for the future.

Not making the sports team can also reflect on a lesson. Did we not make the team because of our skills? Teamwork mentality? Conflict in scheduling? Take those lessons and make the necessary changes.

We don’t give up. We learn. We grow.

Change the Mentality of Failure

Failure is so important to the growth of people and society. Without failure, we won’t change, which causes many problems within ourselves and in society. Failure allows us to see the possibilities in what can be. Failure is incredibly important. 

As a society, we need to remember what it was like growing up and how failure was encouraged. We should take those tools we experienced as children and promote them into adulthood. It is okay to fail if we approach it in a way that encourages change. Instead of criticising someone negatively, we need to provide ways to encourage growth that can come from failure. 

Ways to encourage failure: 

  1. Constructive Criticism: Constructive criticism helps someone see where they went wrong and how to fix it without shattering their self-esteem.
  2. Explanation: Explanations help someone understand why, how, what, etc. This will give them clarity on why someone wasn’t happy about a specific issue.
  3. Radical Acceptance: Radical acceptance is just accepting something as it is. “It is what it is…” is the best way to describe radical acceptance. It cannot be changed. What is done is done, what is in the past is in the past. However, I would highly encourage pairing this with constructive criticism or explanation.
  4. Mentoring: Becoming a mentor is often underestimated, especially when it comes to failure. Mentoring should be encouraged to help others learn from someone who excels in the area where they are struggling. It could be one person assigned as a whole mentor or multiple people assigned for a variety of topics in need. Mentors are incredibly important to growth. 

Failure will always be a part of our lives. No one is perfect. Even those who think they are have room to grow. Failure is a part of change and growth. Failure can be overeating, forgetting a blinker at a turn, or not making the score you expected. All of these examples have room for growth if approached the right way.

Goal Setting for 2021

Angel BoucherLeave a comment

There is no doubt that 2020 has been one of the most challenging years for most people. Between a worldwide pandemic, unemployment numbers skyrocketing, inequality issues and protests, statewide wildfires, governmental impeachment, shocking celebrity death (Kobe Bryant and Chadwick Boseman), and other devastating news, society at some point has hit a point in 2020 of sadness and/or stress. We all have hope that 2021 will bring much relief, hope, positivity, and change to our lives. 

Every year, around this time, we tend to make goals and New Year’s Resolutions. This year may be even more important than ever, given the events of 2020. 2020 has opened many of our eyes to what we deserve, need, and want in our lives. But how do we set a good goal that can be accomplished and not forgotten?

SMART Goals

Oftentimes, we make generalized goals. We focus on goals that anyone can reach at any time. When we reach those goals, we don’t feel satisfied. The opposite may happen as well. Our goal may be so generalized that we never reach it. Equally, we don’t receive satisfaction. Why is that? 

Goals should be SMART (Specific, Measurable, Attainable, Relevant, Time Measured ) in nature. 

Specific

Our goals need to be specific to our needs and wants. Without being specific, reaching those goals isn’t as fulfilling. Saying I want to lose weight means something different than saying I want to lose 20 pounds. The more specific the goals are, the more likely you are to strive to achieve success in that goal. 

Measurable

Going hand in hand with specific goals, your goals should be measurable. Having a measurable goal gives you a starting point and an ending point to measure progress. The measurable part of the goal may be intertwined with the specificity, but sometimes the measurement could be separate. 

Attainable

When speaking of measurable goals, they should be attainable. By setting a specific and measurable goal, you have a focus. That focus is pointless if the goal is unattainable. If you’re looking to lose weight, aiming for half a pound to two pounds a week may be realistic. That is an attainable goal. It is a goal you can reach! Choosing unattainable goals will make someone give up on themselves. Setting a goal to lose 40 pounds a month is not attainable for me. You have to know what you are capable of reaching with your motivation and your abilities.

Relevant

The goals should be relevant to you. A goal should be important to you. The more important a goal is to you, the more likely you are to reach that goal. I’m not going to set a goal to walk a mile a day when I already accomplish that daily. That goal will not be important to me, and I’ll get no satisfaction from reaching it.

Time Measured

It’s important to set a timeframe for achieving the goal. It should be specific and realistic. I know setting a goal to lose 30 pounds in two weeks is not realistic for me. If I set a goal to lose 30 pounds in six months, I know I can succeed. The time frame is incredibly important in measuring progress toward reaching your goals.

More importantly, declare the goal. Don’t state the goal as a want, but as a manifestation. 

Example Generalized Goals:

  • I will lose weight.
  • I will travel.
  • I will learn new skills.
  • I will learn yoga.
  • I will clean my house.
  • I will ride my bike.

Example Specific Goals: 

  • I will lose 20 pounds to improve my health within the first three months of 2021.
  • I will travel to Nashville, Tennessee, to explore career options between June 2021 and August 2021. 
  • I will take an Adobe Photoshop course to expand my career abilities by April 2021. 
  • I will learn and master 10 new yoga poses by December 2021. 
  • I will clean my house once a week according to the following schedule:
    • Sunday: Laundry, Dishes, Vacuum
    • Monday: Dusting, Dishes, Vacuum
    • Tuesday: Organizing, Dishes, Vacuum
    • Wednesday: Mirrors, Counters, Laundry, Dishes, Vacuum
    • Thursday: Walls, Baseboards, Dishes, Vacuum
    • Friday: Fridge, Oiling Cabinets, Dishes, Vacuum
    • Saturday: Bathroom, Dishes, Vacuum
  • I will ride my bike at least one mile a day around the neighborhood to improve my health by May 2021. 

Setting goals has always been important. Undoubtedly, 2021 will be one of the biggest growth years for everyone. Setting SMART Goals helps you achieve success, have something to look forward to, and something to celebrate when the goal is reached. 

Educational Technology in the Classroom

Angel BoucherLeave a comment

With COVID-19, virtual/remote learning has become a standard within education. Whether the student is 100% virtual or face-to-face with virtual elements, it is important to find new, engaging ways to capture students’ attention. There are several educational technology apps that benefit teachers and students. The students’ engagement levels will quickly rise with these sites or apps: 

  1. GimKit is a newer site where students are highly involved in a competition of wits. GimKit allows educators to ask students questions, and students earn “money” to use for special upgrades or power-ups against other students. However, wrong answers cost them money! GimKit was created by a student for students, which is what makes this site so successful. Students know best what they want and how they are engaged. Although this team and site are continuously growing, no one can deny that this site has an amazing start!
  1. Kahoot is another competitive site and app in which students compete for a place on the podium. The faster your answer is correct, the more points you receive. If you have an answer streak, you also gain additional points. If the student chooses the wrong answer, they neither gain nor lose points. This site and app allow students to answer questions about shapes or colors. One positive aspect of this site is the pre-made quizzes educators can choose from, or they can create their own. Kahoot has made many developments over the years, focusing on areas beyond education as well. 
  1. Nearpod is a popular site and app that educators enjoy. Nearpod offers a variety of activities for educators to use, including matching cards, virtual field trips, race games, interactive drawing, interactive response boards, interactive polls, and more. Over the years, Nearpod has developed its system to include additional features and engaging activities for educators to use in their classrooms. The great benefit of Nearpod is that the site or app can be teacher-led and controlled or student-led and controlled. Teacher-led presentations allow results to be seen in real time, whereas student-led presentations can be set for students to complete on their own time. 
  1. Flipgrid is a great tool for virtual and remote learning, especially for connecting a classroom locally or from a distance. Teachers present a prompt for students to answer, and students can record their responses. This is great for students who may be shy, used for practicing speeches, or presenting information in general. Another benefit of Flipgrid is that students can connect with people around the world, which is great for learning about cultures, education in other countries, and more. 
  1. Socrative is a great resource for quick quizzes and tests, exit tickets, and reflections. Educators can keep students engaged while limiting paper use. With options such as multiple-choice, short-answer, or true/false, students can race each other in a competition of wits. 
  1. Quizlet: a tool where students can create or use flashcards. This is great for implementing new vocabulary within the classroom. Educators may search for already created sets of vocabulary. Educators can have students compete in groups using the Quizlet Live feature. In this feature, students compete to be the first to get the correct answers. Other options include a game and a matching set for vocabulary terms. 

With so many tools available to educators, it can be overwhelming to know where to start or what to use. The best way to determine what works in the classroom is to try some of the sites and apps. Many of these sites and apps you can share with coworkers and collaborate together on the project.

How COVID Changed Education

Angel BoucherLeave a comment

COVID has completely changed the way the world operates. It has affected how we interact as people, how we learn, how we do jobs, how we celebrate big events (baby showers, birthdays, weddings), and more. The area most impacted by COVID has been education.

Setting

With the COVID-19 shutdown in March, the physical setting of school has changed in several ways.

Virtual or Building

Over the summer, teachers and administrators received detailed, intensive training on how to meet students’ needs during a global pandemic, both virtually and in person. This training was needed, regardless of a global pandemic. With the uptick in technological needs, the training teachers and administrators received was a lifelong necessity.

Since March 2020, students have been learning virtually. Initially, schools were thrown into the new process, and lessons weren’t well-developed. Teachers and students struggled with how lessons were presented in late Spring 2020. Students who were already behind in grade level fell even further behind, due to the lack of time teachers had to prepare for the national shutdown.

504 and Special Education

It appeared that students with 504 and SpEd needs were indirectly left behind. Although teachers tried to adapt to the needs of those with special circumstances, it was impossible to provide all the necessary tools with minimal training and preparation. Case managers of 504 and SpEd students did not know how to provide many accommodations. Some accommodations came naturally, such as: extra time, eliminating answer choices/shortened answer choices, and oral testing.

Parental Support

Parents and/or guardians weren’t sure how to provide for their students’ educational needs. It may seem easy to hover over a student to ensure they complete work, but completing work and learning are two different concepts. USA Today provided a great insight into how students and parents/guardians are struggling to meet their students’ special education needs.

Choices and Growth

This year, campuses received an option to start virtually or in person. Daily Voice talks about how this could be the new normal, which I agree with. Some states allowed their districts to delay the start, while other districts chose to go against their states’ wishes and risk losing funding. Many campuses chose to offer a combination of in-person and virtual options. This presented new challenges (how to account for true attendance, when work is due, lessons delivered virtually and in person, what to do with students who do not complete work, how to handle special circumstances, password lockouts, eLearning platforms crashing, etc.).

Even though this was a more successful start than in March 2020, and most teachers were better prepared to handle the curriculum, some still struggle with the new methods expected of them. Older generations of teachers struggled with uploading materials, making videos, using eLearning platforms, and the like. Districts tried to hire a fresh round of employees (teachers, technologists, coaches, etc.) to support these struggling learners and replace teachers who left due to COVID.

Workload

One of the challenges of the global COVID-19 pandemic is the increased workload for teachers, administrators, coaches, technologists, and case managers.

Before and Now

Teachers were already facing an uphill battle with documentation for state and federal guidelines, but now they are facing additional documentation due to the choice to be virtual or in-person. Refinery 29 offers valuable insight into what teachers faced at the beginning and middle of the pandemic, directly from teachers. Teachers were already required to provide lesson plans, substitute plans, emergency substitute plans, teacher input for 504 and SpEd students, tracking of accommodations, parent or guardian contact, tracking of work submissions and/or failures, and attendance.

In addition to all of this, teachers around the world are now required to meet additional documentation requirements for the campus and/or district to receive funding. A student going to the nurse now requires documentation that had never been an issue before due to COVID. A student who is not submitting work online requires more documentation than an email or a phone call home. Teachers are now tracking how much a student has completed virtually, providing in-person and virtual tutoring, logging Zoom or Google Meet meetings for in-person and virtual classes, teaching simultaneously in-person and on Zoom, and maintaining discipline in in-person and virtual classes.

Technology Experts

Teachers have also become the first point of contact for technology issues, with the expectation that they know how to resolve them. Teachers have faced password lockouts, password resets, Microsoft 365 or G Suite not loading in eLearning platforms, Zoom or Google Meet not connecting, work not submitting to eLearning platforms, work not opening on these platforms, these platforms crashing, and much more.

Physical Layout of Building

Although campus structures did not change, the way campuses handle the physical layout of classrooms, lunchrooms, hallways, bathrooms, and more has changed. The CDC issued new guidelines for campuses that limit decision-making for teachers and administrators.

Distancing

Classrooms across the United States went from an average of 25-30 students per core classroom (math, science, history, and English language arts) to about 10-20 students per classroom. To meet the needs of the global pandemic, desks were rearranged and spread out throughout the classroom. Although teachers and students may not be able to maintain a six-foot distance, teachers tried to aim for a minimum of three to five feet by placing desks farther apart. However, classrooms just aren’t large enough to maintain social distancing requirements. Mashable shows some pictures of what teachers are facing currently.

An example of an attempt to social distance is from a local campus:

Masks

So how do teachers get around this? Districts made it mandatory that students and teachers wear some sort of face covering (shield, mask, or a combination of both – anything except bandanas). In doing so, teachers are still trying to space desks about 3-4 feet apart. This isn’t ideal for a classroom for a variety of reasons, mainly because it changes how teachers plan their lessons. However, everyone’s safety is the number one priority. If that means we have less collaboration and engagement in face-to-face learning to be safe, then that is what the campus must do.

Fountains

Water fountains were covered and/or disconnected on some campuses to prevent the spread of COVID-19. Some water fountains were replaced with water bottle refill stations. Another option campuses have offered is leaving the water fountains uncovered, but only for refilling water bottles. That places a lot of trust in students and requires a lot of adult supervision to ensure they are used properly.

Procedures

As mentioned previously, facial coverings are now required for adults and students in the building. Although they have options as to their facial covering, this still presents many issues.

What happens if a student comes unprepared with a mask? How many chances do they get in order to self-correct? How many free masks will students receive before disciplinary action is taken? Will disciplinary actions occur? What is considered a truly appropriate mask in terms of coverage and design? Too many questions and not enough answers!

Cleaning Routines

Teachers, bus drivers, and custodians are all working overtime to ensure their environments are sterilized. Bus drivers are required to sanitize the bus after every drop-off. This includes seating, railings, or any other area a student may touch. Custodians are wiping stair railings, door handles, and benches (even though students are not supposed to sit on them, they are cleaning to ensure they are safe), fogging rooms and bathroom stalls, and more.

Although several of these cleanings have always been done (such as bathroom stalls), the sanitizing process takes much longer, sometimes requiring bathrooms to be shut down temporarily. Teachers are using medical-grade disinfectant to wipe desks, chairs, keyboards, books, dictionaries, and much more in between classes. Mind you, teachers are supposed to be in the hallway between passing periods. Teachers also have to worry about students with allergies to any cleaner. The disinfectant needs to sit for at least three minutes. Passing periods for most middle school campuses range from three to five minutes. It makes it difficult for a teacher to be at two places at once, while ensuring safety both with COVID and allergies.

Supplies

Teachers are no longer allowed to “borrow out” supplies. Students cannot lend supplies to other students. If a student comes unprepared, teachers constantly give them supplies to keep. This doesn’t seem like a big deal. However, if a student needs a pen/pencil every 180 days, that will add up to an average of 150 students per middle school teacher and 200 per high school teacher. These are endless battles faced in a typical school year, but teachers typically have procedures in place to retrieve their items. Given that most supplies come from teachers’ income, these new procedures can be frustrating, but they are necessary to keep everyone safe.

Nurses/Clinic Assistance

Nurses’ routines have also been affected by COVID. In the past, the nurse would welcome any student to their office with minor issues (headaches, bandages, feminine products, etc.). However, with COVID, the procedure for sending a student to the nurse’s office has changed drastically.

Unless a student has a medical condition (diabetes, allergies requiring EPI pens, seizures, a G-tube, etc.) or COVID-19 symptoms, students’ medical needs should be assessed in the classroom. Teachers were equipped with the necessary tools to handle many medical issues within the classroom.

Nurses used to be able to check the vital signs of teachers and administrators. Yet again, COVID has changed this. Teachers and administrators are no longer allowed into nurses’ offices. If you are concerned about having your vitals taken, nurses have offered to come to the teachers’ classrooms. This shouldn’t be because of a curious moment; it should be because they feel something is bothering them (heart racing, dizziness, etc.).

Breakfast & Lunch

Breakfast and lunch used to be times when students could socialize and release their energy for the day. Now, students are expected to skip seats and minimize their movement and socialization. Imagine seeing your best friend daily, but not allowed to sit by them or talk to them because a pandemic is limiting you.

Impact on Educational Setting

Although some may see the pandemic as a benefit, with fewer face-to-face classes, there are several drawbacks. Because of the pandemic, students are no longer allowed to work in small groups, collaboration groups, or similar settings. This is harming students’ education. Collaboration is the essence of all future jobs for students. More importantly, collaboration helps students understand the material by discussing it with peers.

There are millions of people impacted by COVID-19, but the biggest group facing change right now is those in education: teachers, students, paraprofessionals, and administrators. School districts have lost teachers at an alarming rate, and it won’t slow down as long as the coronavirus is around.

Virtual Learning – A Gift or a Curse?

Angel BoucherLeave a comment

With the lovey visitation of COVID-19 (coronavirus), our world has been turned upside down. Some of the United States have been affected by this since late-January. Other parts of the United States didn’t feel the repercussions until around March. Although many states have shut down, most states reopened around late May/early June.

Impact on the Educational Industry

One of the biggest impacted areas has been education. Around March, nationwide schools shut down to prevent the spread of COVID. Given so many unknowns, even to this day, it was the safest thing to do. Districts nationwide readjusted or extended their Spring Break to figure out how the rest of the year would be handled. Many districts took the situation week-by-week.

The Start to Virtual Learning Outside of College

One of the go-to options was digital/virtual learning. Even so, many districts were ill-prepared for the last-minute changes. Many families didn’t have Internet access, technology, time, the ability, or much else to handle virtual learning. Internet providers stepped up and provided discounted or free service for a short time to help students learn. Some districts provided technology to students, but quickly ran out. Parents/guardians were temporarily on hold with their lives, but lacked the teaching credentials to properly help their child. When they returned to work, they weren’t around to ensure students completed their work.

When summer hit, many schools canceled summer school. However, with school starting again – now what!?

The Return to School 2020-2021

Summer Training

Teachers around the world, especially in the United States, have spent their summer preparing for the return to school in various ways. Much of their professional development was focused on virtual incorporation and/or whole-hearted online learning. Teachers discovered tools like Flipgrid to connect students from around the world, Nearpod to help students complete teacher-led or student-led lessons, PlayPosit to help students stay engaged with YouTube videos, and many other online learning tools.

In addition to virtual teaching strategies, tools, and techniques, teachers also had professional development on their normal blood-borne pathogens, suicide awareness, mental health, FERPA, and more. This year was even more affected by the additional COVID-19 training campuses had to complete (signs, symptoms, cleaning procedures, how to handle, how to social distance in a classroom, etc.).

Questions

In addition to their regular and virtual training, teachers also had to figure out much of their future for themselves. What masks work? Would they wear a mask all day (yes, we found out)? How do you social distance 25-35 kids in a classroom the size of a standard American kitchen? What happens if someone gets COVID-19 in the building? Where do they find sanitizer that doesn’t smell like tequila? Where do they find wipes for their desks, handles, and other surfaces? How do they handle small group instruction? How do they lend out books for students to read? How do they lend out supplies for those who can’t afford it (CDC states no communal supplies, so that solved that concern)?

Teachers were left with a million questions and received a lot of “we’re not sure.” With so much uncertainty, many teachers opted to leave the profession or retire, leaving an already short-staffed profession even more understaffed.

What’s the News?

School districts around the world are still unsure about the status of COVID-19. There is a lot of debate on whether students can or cannot transfer it to adults, each other, etc. As a result, many school districts gave parents/guardians the option of online or virtual learning. Some districts delayed school; some still have plans in the air; and some are deciding to open. The one trend I keep seeing, though, is that virtual learning is here to stay regardless of COVID-19.

Many people are not happy about this trend. They have many of the same concerns as in March-June (lack of technology, slow or no Internet, no time at home, and more). However, I think a lot of society is missing the good in the situation.

The Good in Virtual Learning

With life in the digital world, there is no doubt that the upcoming generation needs to be more technologically prepared than ever before. We aren’t talking about Facebook, TikTok, Twitter, Instagram, or Snapchat integration, but about true digital needs such as Microsoft Office, G Suite, digital design, writing, and much more.

Many students in a classroom throughout high school have no idea how to format a paper properly, on their own, to write a college-level entrance essay. That’s a problem! Students can take this opportunity to learn so many beneficial aspects of virtual learning.

Repetition

When teachers record lessons in their classroom or at home, students can rewatch them as many times as needed. A student who may be 504, Dyslexic, Special Education, Emotionally Disturbed, or have other (dis)abilities can rewatch it several times for clarification. Students may be able to pause and take notes instead of trying to focus in class while writing. Even if the teacher provided notes online, students could underline, highlight, or take additional notes during the virtual lesson.

Scheduling

If they’re unable to watch the lesson from 10:00 am to 11:00 am, when class is, they can find the recording later in the day and still be held responsible for the content presented during the lesson. This is a great planning tool for entrepreneurs, college preparation, job scheduling, and more. Maybe the student is a night owl and works better in the afternoon than in the morning. This will give those students an opportunity to focus better. This is also great if they have a parent who works from home and needs to use the computer/Internet during the day for business. The student can spend the afternoon completing their work.

Responsibility, Team Work & Work Ethic

One of the biggest benefits is teaching students responsibility, teamwork, and a work ethic. Through online learning, even in elementary school, students develop a sense of responsibility. They are responsible for completing their work and turning it in. Just like an in-person classroom, they are responsible for completing and turning in their work. However, this puts more pressure on a student because they don’t have someone reminding them constantly throughout the day to complete and turn in their work.

This is also a great way for students to learn true teamwork. With programs like Microsoft Office and G Suite, students can collaborate with each other remotely. Depending on how the teachers set up the assignment, students will be able to work virtually with one another. With many careers requiring collaboration within their network, it is important to instill this, whether in person or virtually. So many tools are available for students to collaborate on documents or videos!

It is so incredibly easy to cheat with virtual learning. However, there is a lot of risk, as it becomes easier to copy and paste a handwritten response. Virtual learning puts a bit of pressure on students to ensure they’re not plagiarizing, sharing answers, or Googling them. It’s acceptable to use Google as a research tool, or in our case a way to look information up we may not know, but it’s not okay to use it as a copy and paste skill.

College Prep

America is one of the countries that may have all the greatness, but we severely lack in college preparation – whether it be academics, life skills, social interactions, or financial responsibility. We need to do a better job of preparing these students for college, and virtual learning is no exception.

Many colleges use virtual learning in some aspect of their students’ education. Even in-person lessons have a virtual component so students can submit work (papers, presentations, designs, analyses, financial literacy breakdowns, etc.). By introducing some of these minimal modalities (such as papers and presentations), students will be prepared not only to format them but also to write and submit them. Although the college may use a different eLearning platform, they will still be able to get an idea of where to submit and/or learn faster on the new platform.

Although that may seem minor in terms of benefits for virtual learning, it is extremely impactful when discussing the preparation of students for post-secondary learning. Our nation has become one in which having a Bachelor’s degree is no longer sufficient for education. The competition for employment is astronomical! When given the tools in advance, students can better focus on classes that are more relevant to real-life experience and internships.