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    At First

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    Platero Roland
    The student found online learning to be beneficial compared to traditional in-person classes. They can learn at their own pace and easily get help from teachers. As a visually impaired student, online learning reduces their anxiety by allowing issues with technology to be addressed without disrupting others. While they miss social interaction, integrating some online components into regular classes could be helpful. Educators, students, and families have come together well to adapt to changes in learning models during the pandemic. It is important that basic needs are met and a pause in instruction allows evaluation of equitable opportunities for all.

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    At First

    Uploaded by

    Platero Roland
    70 views3 pages
    The student found online learning to be beneficial compared to traditional in-person classes. They can learn at their own pace and easily get help from teachers. As a visually impaired student, online learning reduces their anxiety by allowing issues with technology to be addressed without disrupting others. While they miss social interaction, integrating some online components into regular classes could be helpful. Educators, students, and families have come together well to adapt to changes in learning models during the pandemic. It is important that basic needs are met and a pause in instruction allows evaluation of equitable opportunities for all.

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    At first

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    The student found online learning to be beneficial compared to traditional in-person classes. They can learn at their own pace and easily get help from teachers. As a visually impaired student, online learning reduces their anxiety by allowing issues with technology to be addressed without disrupting others. While they miss social interaction, integrating some online components into regular classes could be helpful. Educators, students, and families have come together well to adapt to changes in learning models during the pandemic. It is important that basic needs are met and a pause in instruction allows evaluation of equitable opportunities for all.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views3 pages

    At First

    Uploaded by

    Platero Roland
    The student found online learning to be beneficial compared to traditional in-person classes. They can learn at their own pace and easily get help from teachers. As a visually impaired student, online learning reduces their anxiety by allowing issues with technology to be addressed without disrupting others. While they miss social interaction, integrating some online components into regular classes could be helpful. Educators, students, and families have come together well to adapt to changes in learning models during the pandemic. It is important that basic needs are met and a pause in instruction allows evaluation of equitable opportunities for all.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    At first, it was incredibly difficult transitioning from traditional high school to online learning, but

    gradually as the months go by I am slowly starting to get used to it. Though I feel like I’m not getting a
    good amount of social interaction from my peers, I find online learning to be much more beneficial for
    me as a student. Not being in the pressurized environment of a classroom gives me the opportunity to
    learn at my own pace, whether that be faster or slower than the original classroom, and if clarification is
    needed, I can simply rewind the lecture videos my teachers are putting out, or send an email to my
    teacher quickly and efficiently.

    Being visually impaired in a high school Is challenging, next to navigating the hallways and putting a lot
    of trust into my technology for it to work properly that day, I feel as though my anxiety has dropped
    tremendously while being home, because if something were to go wrong with my tech, I can simply
    pause what I’m doing and fix it, and not have to worry about missing something or slowing the others
    down.

    I would love to have online learning integrated into the natural high school environment, seeing as I am
    getting so much more done in such a shorter time, and I feel like I’m actually learning the material and
    not just grazing over it like I would in a standard classroom.

    I don’t know if I would want to have more online learning in the future because if I’m being truly honest,
    I like the look and feel of a regular classroom sometimes. However, that doesn’t mean that I would be
    opposed to doing assignments online; I just want the instruction to be in a classroom, because it’s nice
    to know that you’re truly not the only one who may be lost. Unfortunately, because of the time we are
    living in right now, online learning is becoming more of a necessity if we want to keep on learning the
    skills that we learn in the classroom, and something tells me that due to updates in technology, online
    learning is going to be a lot more prevalent even after this pandemic is over.

    Educators are incredibly prepared to adapt to a changing learning environment, students are flexible
    and ready to learn, and families will do their very best to try whatever we throw their way. We ended up
    providing 4,000 computers this past week and over 600 hot spots to families throughout our district. We
    had families creating virtual classrooms at home with academic routines in place. In the midst of the
    chaos, we found that everyone pulled together regardless of their opinions on this shift. 

    As incredibly resilient we all are collectively, we also needed reminding to slow down. Can we adjust,
    adapt, and achieve, yes, but not everyone can do this at the same pace. We need to go slow to go fast.
    Our district is “pausing” our online learning for the next week. My takeaway is that we need to evaluate
    where we’re at. We need to ensure equitable instruction and opportunity for all students and families
    throughout our district. 

    We quickly found out that we can do on-line learning and we do it well. Might we consider that the first
    thing we need to address is the basic needs of our families: food, safety, and care. We will get through
    this most challenging time. Our students are resilient, our teachers are helpers, and our families are
    fighters. So let us take a moment to step back and know academics and instruction are important, but
    caring for one another is the first step in making sure we are meeting the needs of each and every one
    of our students.
    Dealing with the often-overwhelming nature of the school placement experience and the associated
    demands of classroom management can be a significant challenge for many pre-service teachers. These
    challenges point to the need for pre-service teachers to experience aspects of challenging students
    behaviour in less pressurised environments and where they can have the opportunities to make
    mistakes without fear of negative repercussions on their academic progression. The use of virtual
    simulations is increasingly seen as an opportunity to provide pre-service teachers with unique
    opportunities to experience examples of classroom life in a controlled and structured environment. With
    these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher
    education and in particular their use in developing pre-service teachers’ behaviour and classroom
    management skills. It highlights issues that teacher educators need to be cognisant of in using them with
    student teachers, particularly the extent to which they cement existing stereotypes about students
    behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical
    reflection.

    This time last year, I published an article titled “Building a Positive Community Through Reflection.” The
    article began with excitement for the start of a new year and a new decade. Little did I know that the
    way we deliver education was about to change drastically just a few months later.

    The month of December is always a good time to remind ourselves about the power of reflection. Since
    so many of us are teaching online in virtual classrooms due to the COVID-19 pandemic, I thought I’d
    offer a few tips on using reflection with remote learning. 

    Reflect often. Consider reflecting with students after an academic lesson and when students log back on
    from a snack or lunch break during the day. Reflecting with students at the end of each day can provide
    closure and insight into the learning that took place.

    Keep it short and sweet. It takes just a few minutes to ask an open-ended question and have students
    respond. The more you reflect with your students, the smoother it will go. 

    Ask an open-ended question. Ask students about their learning, feelings, successes, and challenges. In a
    virtual environment, keep the questions personal to individual students, rather than reflecting on how
    the class is doing as a whole. Some examples of reflective open-ended questions are:

     How did that go for you?

     What’s easy (or hard) about this for you? Why?

     On a scale of zero to five, five being the best, how did you do?

     What might you try differently next time?

     How might you challenge yourself tomorrow?

     I saw lots of smiles. What made that fun?

    Use a visual signal. Ask students to answer a reflection question with a visual cue on screen with their
    hands and fingers. Try Fist to Five or Thumb Gauge. Use onscreen reactions, such as the thumbs up or
    clapping icon on Zoom. 
    Use a virtual tool. Use the chatbox. Invite students to type in a short response, either to the whole
    group or to an assigned partner. 

    I am going to close this blog post by quoting my own words written one year ago: “When students share
    what they liked or disliked, enjoyed or found frustrating, they find pathways to connect with each other.
    This is an important building block for developing empathy, an essential component of a strong, positive
    community.”  Creating a positive community through reflection can happen in remote learning
    classrooms, too. Reflection can help create stronger connections as we continue to bring education to
    our students during these challenging times. 

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