Classroom

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 played a crucial role in 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 the shared wisdom, and don’t be afraid to adjust to fit 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, allowing for 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 in a way that promotes 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 be beneficial for both parents and children. Just as students thrive on routines in the classroom, 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 open up about their day and process their learning.

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, reinforcing 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 like verbal praise or spending quality time together as a reward can reinforce the 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 focusing on problems, parents can foster a sense of independence and self-efficacy in their children. 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 in pushing students to 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 the kids to connect to the teacher 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 notate any mishaps you have so they don’t initially feel the pressure of perfection.

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 basics of the story.

Allowing a student to just write freely allows the student to let ideas flow and run through without stress about perfection or judgment. Students who “just write” often have an easier time adjusting their writing and revisiting their content to ensure greater success.

Allowing them to write will also enable students to choose what they want YOU to focus on as a teacher regarding 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 making a graphic organizer to separate the organization into paragraphs, you allow them to gather their overall thoughts before trying to separate them 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 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. When the claim has been identified, we often discuss the various ways in which the claim can be stated. As we read, we highlight in blue any mention of the claim. We discuss why the author incorporates the claim throughout the passage multiple times, 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. Anytime we see something with evidence, we highlight it in red/pink. From there, we discuss how the evidence supports the claim and why it’s essential to include the evidence for the claim. This brings in a deeper understanding of how authors are intentional about 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 allow students to see the thought process of how the author will support their claim.

Why it’s important:

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

This gives a visual representation of writing for students. This allows students to see if their own writing mimics the author’s writing 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 to ensure they have a great 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 every person has a different perspective and 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 do not need to be 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 broken up), pictures, colors, and more.

Why it’s important:

This is a great way to build relationships with students and show them expectations about one-pagers. I only make one for this, even if I teach multiple classes because it takes so much time. Sometimes, I will create numerous or add to them each class so the students can see my progress in each class. 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 see and feel any possible 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.

How COVID Changed Education

Angel BoucherLeave a comment

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

Setting

With the COVID shut down in March, the physical setting of school has changed in several ways.

Virtual or Building

Over the summer, teachers and administrators received detailed, intense training on how to cater to the needs of students during a global pandemic – both virtually and physically. 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 the way lessons were presented back in late Spring of 2020. Students who were already behind in grade level fell even more behind in their grade level, 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 adjust to fit the needs of those with special circumstances, it was impossible to provide all the tools necessary 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, oral testing.

Parental Support

Parents and/or guardians weren’t sure on 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 to how students and parents/guardians are struggling in meeting their student’s 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 their start, while other districts chose to go against their states’ wishes and lose funding. Many campuses chose to do a combination of in-person and virtual. This presented new challenges (how to account for true attendance, when is work due, lessons virtually and in-person, what to do with students not completing work, how to handle special circumstances, password lockouts, eLearning platforms crashing, etc.).

Even though this was a more successful start than back in March 2020, and most teachers were more prepared for how to handle the curriculum, some teachers still struggle with the new methods that are expected from them. Older generations of teachers struggled with how to upload materials, make videos, use eLearning platforms, and the like. Districts tried to hire a fresh round of employees (teachers, technologists, coaches, etc.) to help with these struggling learners as teachers and replace teachers who left due to COVID.

Workload

One of the challenges faced because of the global pandemic known as COVID is the increased workload of teachers, administrators, coaches, technologists, and case managers.

Before and Now

Teachers were already battling an uphill battle of documentation for state and federal guidelines, but now they are facing additional documentation due to the choice of being virtual or in-person. Refinery 29 gives great insight to what teachers were facing at the beginning and middle of this pandemic, coming straight from the mouth of a teacher. Teachers were already required to provide lesson plans, sub plans, emergency sub plans, teacher input for 504 and SpEd students, tracking of accommodations, parent or guardian contact, tracking of submission of work and/or failures, and attendance.

In addition to doing all of this, teachers around the world are now required to face additional requirements for documentation 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 not submitting work online requires more documentation than an email or phone call home. Teachers are now tracking how much a student has completed virtually, providing in-person and virtual tutoring, logging Zoom or Google Meets meetings for in-person classes and virtual classes, teaching simultaneously in-person and on Zoom classes, and maintaining discipline in-person and on virtual classes.

Technology Experts

Teachers have also become the first point of contact for technology issues with the expectation of knowing how to correct the issue. Teachers have faced password lockouts, resetting passwords, Microsoft 365 or G Suite not loading into eLearning platforms, Zoom or Google Meets not connecting, work not submitting on eLearning platforms, work not opening on these same platforms, the crashing of these platforms, and much more.

Physical Layout of Building

Although the structural building of campuses did not change, the way they handle the physical makeup of classrooms, lunchrooms, hallways, bathrooms and more have changed. The CDC provided new guidelines for campuses to follow, which limit the decision making for teachers and administrators.

Distancing

Classrooms around the United States went from an average of 25-30 students in a core classroom (math, science, history, and English language arts) to about 10-20 students per classroom. In order to maintain global pandemic needs, desks were changed and spread out throughout the classroom. Although teachers and students may not be able to obtain a six foot distance, teachers tried to shoot for a minimum of a three to five foot distance by placing desks with distance. However, classrooms just aren’t large enough to obtain social distance 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 trying to space out desks about 3-4 feet apart still. This isn’t ideal for a classroom for a variety of reasons, but mainly because it changes the way teachers plan their lessons. However, safety of everyone is the number one priority. If that means we have less collaboration and engagement for face-to-face learning in order to be safe, then that is what the campus must do.

Fountains

Water fountains were covered and/or disconnected in preparation to prevent the spread of COVID at some campuses. Some water fountains were replaced with water bottle refill stations. Another option campuses have offered is leaving the water fountains uncovered, but only used to refill water bottles. That puts a lot of trust in students, and it requires much supervision from adults to ensure these are being used properly.

Procedures

As mentioned previously, facial coverings have become a requirement 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 actions occur? 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, benches (even though students are not supposed to sit on these, they are cleaning to ensure they are safe), fogging rooms in the building, bathroom stalls, and more.

Although several of these cleanings have always been done (such as bathroom stalls), the wait time of sanitizing takes much longer, which sometimes requires 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 a minimum of 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 not allowed to “borrow out” supplies anymore. Students cannot lend supplies to other students. If a student comes unprepared, teachers are constantly giving students 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 with an average of 150 students per middle school teacher and 200 per high school teacher. These are endless battles faced in a normal school year, but teachers normally have procedures in place to receive their items back. Given that most supplies come out of the pocket of the teachers’ income, it can be frustrating with these new procedures but necessary to keep everyone safe.

Nurses/Clinic Assistance

Nurse routines have also been impacted due to COVID. In the past, the nurse would welcome any student into their office with minor issues (headache, band aid, feminie products, etc.). However, with COVID, the procedure in sending a student to the nurse’s office has changed drastically.

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

Nurses used to be able to check vitals for teachers and administrators in the past. Yet again, COVID has changed this. Teachers and administrators are no longer allowed into nurses’ offices. If it is concerning to have vitals taken, nurses have offered to come to the teachers’ classrooms. This shouldn’t be because of a curious moment though, but instead should be because they feel as if something is bothering them (heart racing, dizziness, etc.).

Breakfast & Lunch

Breakfast and lunch used to be a time when students could socialize and release all 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 benefit of the pandemic is a smaller face-to-face classroom, there are several downfalls. Because of the pandemic, students are no longer allowed into small groups, collaboration groups, or the like. This is hurting the education of students. Collaboration is the essence of all jobs in the future for students. More importantly though, collaboration helps students understand material by discussing it with each other on a peer level.

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