Education

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

Educational Technology

Angel BoucherLeave a comment

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

  1. GimKit – GimKit is a newer site in which students are highly involved in a competition of wits. GimKit allows educators to ask students questions, in which the students earn “money” to use for special upgrades or powerups to use against other students. However, wrong answers take away their money! GimKit was created by a student for students, which is what makes this site so successful. Students know what students want and how they are engaged best. Although this team and site is continuously growing, no one can deny this site has an amazing start!
  1. Kahoot – 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 do not gain points or lose them. This site and app allows students to answer questions based on shape or color. One positive aspect of this site is the pre-made quizzes that educators may choose from, or the educator may create their own quiz. Kahoot has made many developments over the years to focus on other areas outside of education as well. 
  1. Nearpod – Nearpod is a newly popular site and app that educators enjoy. Nearpod features different activities for the educator to use: matching cards, virtual field trips, race games, interactive drawing, interactive response boards, interactive polls, and more. Over the years, Nearpod has developed their system to include additional features and engaging activities for educators to use in their classroom. The great benefit of Nearpod is the site or app can be teacher-led and controlled or student-led and controlled. Teacher-led presentations allow results in real time, whereas student-led presentations can be set for students to complete on their own time. 
  1. Flipgrid – Flipgrid is a great tool for virtual and remote learning, especially when connecting a classroom locally or from a distance. Teachers present a prompt for students to answer in which they can record their responses. This is great for students who may be shy, used for practicing speeches, or presenting information in general. Another benefit to Flipgrid is that students get to connect with people around the world, which is great for learning about cultures, education in other countries, and more. 
  1. Socrative – Socrative is a great resource for quick quizzes and tests, exit tickets, or reflections. Educators can keep students engaged while limiting use of paper. With options like multiple choice, short answer, or true/false, students can race each other in a competition of wits. 
  1. Quizlet – Quizlet is a tool in which flashcards can be made for or by students. 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 receive the correct answers in a race for first place. Other options include a game and a matching set for vocabulary terms. 

With so many tools available to educators, it can be overwhelming on where to start or what to use. The best way to determine what works within the classroom is to practice and 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 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.

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 had shut down to prevent the spread of COVID. With so many unknowns, even to this day, it was the safest thing to do at the time. Districts nationwide readjusted, or extended, their Spring Break in order to figure out the logistics of how the rest of the year was going to 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 with that, many districts were ill prepared for the last minute changes that had taken place. Many families didn’t have Internet, technology, time, the ability, or much more to handle the 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 life, 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 the United States, have spent their summer preparing for the return of school in a variety of ways. Much of their professional development was focused around virtual incorporation and/or whole-hearted online learning. Teachers discovered tools like Flipgrid to connect students from around the world, Nearpod for students to complete teacher led or student led lessons, Playposit to help students stay engaged in videos from YouTube, and many more 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 impacted even more so with the extra COVID-19 training campuses had to face (signs, symptoms, cleaning procedures, how to handle, how to social distance in a classroom, etc.).

Questions

In addition to all their normal trainings and virtual trainings, teachers also had to figure out a lot 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, etc.? How do they handle small group instruction? How do they lend out books for student reading? 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, causing an already short-staffed profession in a much less staffed.

What’s the News?

School districts all over the world today are still unsure about the status of COVID-19. There is a lot of debate on whether students can or can’t transfer it to adults, each other, etc. With this, many school districts gave parents/guardians the option of online or virtual learning. Some districts delayed school, some districts still have their plans in the air, some districts are deciding to open. The one trend I keep seeing though is: 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 from March-June (lack of technology, no or slow Internet, no time at home, and much more). However, I think a lot of society is missing the good in the situation.

The Good in Virtual Learning

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

Many students in a classroom through 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 for so many beneficial aspects of virtual learning.

Repetition

When teachers record lessons, either from their classroom or home, students will have the ability to rewatch the lesson several times, if needed. A student who may be 504, Dyslexic, Special Education, Emotionally Disturbed, or may have other (dis)abilities, they are able to rewatch it several times for clarification. Students may be able to pause and take notes instead of trying to focus in class and write at the same time. Even if the teacher provided notes online, they would be able to underline, highlight, or make additional notes during the virtual lesson.

Scheduling

If they’re unable to watch the lesson from 10:00 am – 11:00 am, when class is, they can find the recording later in the day and still be held responsible for 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 tends to work better in the afternoon than morning. This will give those students an opportunity to focus better. This is also great if they have a parent whom 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, team work, and work ethic. With online learning, even as early as 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 a great way for students to learn true team work as well. With programs like Microsoft Office and G Suite, students are able to collaborate with each other from a distance. 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 it be in-person or virtually. So many tools are available for students to collaborate on documents or video!

It is so incredibly easy to cheat with virtual learning. However, there is a lot of risk as well because it becomes easier to copy and paste over a hand-written response. The virtual learning puts a bit of pressure on students to not only ensure they’re not plagiarizing, but also not sharing answers or Googling answers. 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 better at 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 to them in order for students to submit work (papers, presentations, designs, analysis, financial literacy breakdowns, etc.). By introducing some of this minimal modalities (such as papers and presentations), students will be prepared not only on how to format them, but also write and submit them. Although the college may use a different eLearning platform, they will still be able to have an idea on where to look for submission and/or learn faster on the new platform.

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