In this post, I have shared “7 Tips For Teachers To Make Virtual Learning Successful”.
While the majority of children have returned to school, virtual instruction is here to stay as an integral aspect of education across the country, and instructors across the country offer expert advice on how to make the most of it.
The New York Times – One of the most critical lessons learned from the epidemic is that while virtual education is here to stay, it still has a long way to go.
And teachers, principals, and district executives should be hard at work identifying ways to improve remote learning, particularly if they continue to provide it after the bulk of students have returned to school.
Beth Lockhart’s motivation for effective virtual education comes from the one-room schoolhouses that existed across the country more than a century and a half ago.
“I am my own one-room virtual school,” Lockhart, who teaches virtual classes for the Lenoir City school district in Tennessee, explained.
Her technique combines many of the abilities she’s honed over years of traditional teaching with some novel twists, such as figuring out how to make her pupils feel a sense of community, even if they’re sitting in their bedrooms on computers.
“Excellent virtual teaching,” according to Lockhart, who teaches a range of subjects to students in grades K-6, “rests on the same foundation as good teaching, which is engagement.”
Remote learning became a lifeline for K-12 schools during the pandemic’s peak, despite the fact that it was introduced fast, inequitably, and in many cases without academic rigor.
According to an EdWeek Research Center survey of 888 teachers, principals, and district officials conducted in late January and early February, the majority of districts are offering students the option of online learning, despite the fact that the majority of districts are reverting to mostly in-person instruction.
Here are 7 Tips For Teachers To Make Virtual Learning Successful:
2. Make students feel welcome and connected immediately
Because students do not share a physical place, it is even more critical to make them feel connected to you and to one another in an online environment. Educators think that a sense of community should be instilled in children from an early age.
When students enroll in online programs in the Vail school system in Arizona, for example, their professors immediately send out welcome letters introducing themselves.
Certain teachers may include a photograph or video. Students are expected to respond immediately to those communications in order to begin creating a relationship.
Once school begins, educators believe that virtual classrooms should be places where children feel welcome and want to hang out.
Manville proposes playing music at the start of class or inquiring about what students have been watching recently on Netflix or other streaming services. This enables the start of normal communication.
In a physical classroom, students may take on roles such as attendance taker, plant waterer, door holder, and authorized pencil sharpener. According to Manville, this can also occur in a virtual class.
She assigns one student as the chat-box monitor, who flags any questions their classmates write in; another as the timekeeper, who keeps the class on track; and a third as the “linker,” who compiles interesting links and posts them in the chatbox.
4. Integrate active, hands-on learning into virtual environments
Students should keep in mind that they have the option of displaying their work to a camera. According to the Vail education system, children enrolled in virtual classes should get a whiteboard and a pen. They can then display their responses for the benefit of their lecturers.
Additionally, teachers are advised to employee engagement strategies such as encouraging students to make a thumbs up or down sign with their hands or to utilize a computer emoji to indicate their comprehension of something.
Additionally, they use technology to poll students on their responses to specific questions. The teacher can see who got the correct or erroneous answers, but the pupils cannot.
“It keeps children engaged and provides us with fast feedback,” said Kelly Pinkerton, director of innovation and development for the Vail school district.
6. Have a plan for determining when students can turn their videoconferencing cameras on and off
It is indisputable that video platforms make it “easier for children to conceal themselves,” as Pinkerton puts it. Virtual students have the ability to turn off their cameras, and quiet themselves, or even the entire class, leaving only a black box with their names visible.
Teachers may or may not be able to prevent this behavior, depending on school policy—or simply their own teaching philosophy. Some children are taking virtual courses or enrolling in digital academies due to mental health issues like as anxiety, and they may feel most at peace with their cameras switched off.
Therefore, how can teachers ensure that their students are not too preoccupied with Minecraft or Fortnite to focus in class?
“I’m not a stickler for cameras,” Lockhart observed, noting that some students choose to conceal their faces. Regardless of the conditions, she does anticipate involvement. “I anticipate a response if I address you like I do in class,” she explained.
She is unconcerned if a student responds to—or asks—a question via text chat rather than speaking it aloud. And she will pursue anyone who refuses to engage, particularly if she asks them a straight question and they react with silence.
According to Pinkerton, Vail school district students who take online courses earn a “citizenship grade.” Students gain points for speaking out loud during class or for making remarks in the chatbox.
Additionally, they can get bonus points for turning on their cameras. Additionally, the school system has a feature that enables only the teacher to see the pupils, who are unable to see one another.
This is advantageous for children who do not wish to appear on camera. Following class, teachers contact any students who did not turn on their cameras or participate.
7. If you go with a packaged curriculum tailored for online learning, be choosy
Cromwell, whose school uses a bundled curriculum designed expressly for online instruction, acknowledged that there are numerous low-quality virtual curriculum options available.
Despite the fact that the state gave her a list of permissible options, she stated that it took her an extended period of time to choose the ideal one.
Cromwell noted one bundled curriculum option as having audio lessons that sounded like “Charlie Brown’s teacher,” an incomprehensible monotone that did not appear to be designed for student engagement.
Another stated that its instruction would be directly related to state standards but subsequently did not follow through.
Additionally, a densely packed curriculum for online learning should be adaptable and capable of serving as a stand-alone teaching instrument. “It has to have that human touch,” she explained, “so that [teachers] can make adjustments if students aren’t grasping it.”
“You still require a body to monitor it and ensure its relevance…. You do not want [classes] where children can simply Google any information they require “the remedies.