Educators in the Pandemic: From the Inside Out

By Larissa Rector

I am no stranger to technology, and I already had plenty of experience using Zoom for various school-wide meetings. However, when I learned that I would finish the remainder of the school year by creating virtual classes for my sixth-grade ELA students, I worried that I would not be able to adequately create an online learning environment that not only addressed the state standards, but created a culture where students felt safe and free to think for themselves—one that invited students to learn and discover meaning through books, ideas, and tasks . . . completely . . . 100% . . . virtually.

That is no small task when you are talking about keeping 85 middle school students engaged through a computer screen, but one that I tackled head on. That is what educators do: We dive right in and face challenges, always acting in the best interest of our students.

The Switch to Online Learning

Instead of going back to the drawing board, I decided to use the online platform my students were already familiar with: Google Classroom. This is where it began to get tricky. Before the switch to online learning, my students were already familiar with their assignments being listed on our class page each day. They knew how to access the various documents that I would attach for the lessons being taught and how to maneuver through different pages on a site. However, it was one thing keeping students interested and engaged in person; doing it online was a complete game changer.

Giving the Classroom Back

To create an online learning experience that would keep my students active and engaged, I decided to reach out to each child individually. I asked questions such as:

  • What has your online learning experience been like so far?
  • How does it compare with your experience as a student in a physical classroom?
  • What would you change about our online learning?
  • What do you want to see more/less of?

The answers to these questions made me realize that what the students needed most was support and understanding. They needed to feel comfortable getting on our Zoom meetings each day. They wanted to be actively involved with me, as well as their classmates. I began to realize that this new online platform that I was creating was not just about continuing to meet the standards that I was expected to teach. In all actuality, it was not even a fraction of what I needed to be establishing for my students. They wanted a say in the process.

So, essentially, I gave the classroom back to the students. I established a framework for the content I would continue to teach and let the students decide which activities they wanted to do during our time together. Collaboratively, we found several sites that allowed the students to play games for the skills we were learning that stimulated cooperation and/or competition among them as they worked toward achieving their classroom goals. All our assessments came from online quizzes and were comprised of a compilation of the literacy standards we covered each week. Together we had created an online learning environment that fit the needs and voices of all the students.

Concluding Thoughts

Whether we are teaching in a school building or through a virtual classroom, the underlying goal is the same: student success. Our role as educators is to encourage students to have a say in their own learning. We want them to exercise problem-solving and decision-making skills in order to achieve their individual goals. I believe that each student is capable of excellence, and with the right guidance and support, they will develop the avenues needed to succeed in school, as well as find happiness and a place of belonging in our society. To be able to help students discover and cultivate these educational and vocational potentialities, we have to ask. We have to listen. We have to give our students a voice.

Each individual child brings something unique to the table. They each have deeply ingrained social habits, identities, dispositions, and learning behaviors—all of which contribute to their academic success. We as educators need to start embracing these differences, as well as each child’s culture and experiences, in order to offer them the best educational opportunities. A student’s voice inspires and empowers them to begin taking ownership over their own education. Learning does not start with the teacher. It begins with the student. And even in a virtual world, learning comes from the inside out.

Ms. Rector is currently a Grade 6 English teacher at Prescott South Middle School in Cookeville, TN. Her teaching experience is distinguished by more than 13 years of service across different grade levels. Her passion is creating a positive classroom culture that increases student learning.

Further Resources:

Arcade Game

Tips for developing online learning: Establish a homepage, such as Google Classroom. Develop a routine and stick to it. Make sure students are given breaks during class time. Create activities, like experiments or games that will keep children engaged.

Teaching (Calmly) During a Pandemic

By Kayla Oscarson and Susan Trostle Brand

On Friday, March 13, 2020, Mrs. Peecher’s world changed. As a kindergarten teacher, she and other teachers in her building and throughout the nation listened with astonishment to the intercom announcement, “Please pack up your belongings and take them home today. Prepare to teach from your computer for the foreseeable future.”

Teaching virtually during a pandemic is definitely not in the New Teacher Manual. During these uncertain and turbulent times, teachers, parents, caregivers, and children alike have been forced to learn a new way of teaching, learning, and coping. For many parents, assuming the role of teacher opened up a plethora of stressful factors, including emotional, physical, social, and economic considerations (Shea, 2020). For students, the pandemic and school closures have signaled a decline in opportunities for cultivating new friendships and sustaining old ones.

In the past, while at school, students learned how to make new friends, control impulses, delay gratification, see others’ perspectives, assume responsibility for their work, adhere to a regular schedule, and show respect to their teachers and classmates (Ho & Funk, 2018; Kostelnik et al., 2015). Darling-Churchill and Lippman (2016, p. 2) added, “Interactions with other children and adults early in life set the stage for future academic and personal outcomes.” A plethora of skills emerge from students’ experiences in school.

With the advent of learning from home and the need for isolation, students devote approximately 4–5 hours to computer time each day, and rarely if ever see their classmates aside from onscreen. Therefore, consider the importance of students’ social–emotional skills in the context of virtual teaching and learning.

Creating Virtual Teaching and Learning Success

The following suggestions may support the delicate balance between achieving academic goals and maintaining emotional and physical well-being for teachers and students alike.

  • Understand the family/home dynamic.
  • Learn families’ schedules. Find out when they are available to support learning and with whom the students spend their days.
  • Review a plan of action. Consider caretakers’ native language.
  • Ensure that families and students understand how to navigate interactive assignments.
  • Establish a routine and stress the importance of consistency.
  • Provide daily communication hours.
  • Check in with students and families at the end of each week; showing that you are thinking about them goes a long way!
  • Keep track of students in a spreadsheet regarding work completion, attendance, participation in Zoom, and scores on assignments.
  • Create a plan of action for those who are difficult to contact.
  • Provide meaningful feedback and effective, focused praise.
  • Identify best ways to learn, track data, and incorporate differentiation.
  • Consider students requiring additional supports, and ensure those supports are provided.
  • Incorporate frequent body breaks in interactive assignments.
  • Make suggestions for multiple ways to complete an assignment.
  • Include challenges within assignments for those who are higher-level thinkers.
  • Include character education and promote positive thinking.
  • Recognize their hard work by posting a weekly “shout-out” or certificate.
  • Create suggested scavenger hunts and STEM or STEAM projects.
  • Offer an Author’s Share, Joke Day, or Show and Tell.
  • Schedule “Make a Difference Mondays,” sharing stories about how they spread kindness.
  • Read stories with protagonists whose emotions match those of the students.
  • Follow up stories with related activities.
  • Use mistakes as learning experiences and ways to improve your distance teaching.
  • Brush up on your tech skills and collaborate with other teachers to share ideas and knowledge.
  • Take time to check in with yourself and reflect on your experiences.

The Silver Linings of Distance Learning

  • More opportunities and time for one-on-one teaching
  • New technology skills for teachers and students
  • Enhanced family involvement with students’ learning
  • Strengthened home–school connections through daily communication
  • Savings on costs of travel to and from the school building
  • Flexible schedules for students and teachers

Concluding Thoughts

Students mirror their teachers’ dedication, enthusiasm, and love for learning, whether in the face-to-face or virtual classroom. In these uncertain times, teachers need to stay calm and continue on.

Ms. Oscarson is a second-grade teacher. She has her master’s in Early Childhood Education from Lesley University in Cambridge, Massachusetts. Kayla has been teaching for more than 10 years. She specializes in the psychology of teaching, and social–emotional well-being. Kayla also runs workshops devoted to mentoring new teachers.

Dr. Brand is a Professor of Early Childhood Education and Social Justice. A 35-year counselor of the Iota Sigma Chapter of Kappa Delta Pi at the University of Rhode Island, Dr. Brand is the author of four education textbooks and numerous articles and chapters. She served on the KDP Executive Board as Vice-President and President-Elect.


Darling-Churchill, K.G., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7.

Ho, J., & Funk, S. (2018). Promoting young children’s social and emotional health. Young Children, 73(1), 1–12.

Kostelnik, M., Whiren, A., Soderman, A., Rupiper, M. L., & Gregory, K. (2015). Developmentally appropriate curriculum. Cengage.

Shea, S. (2020. April 22). How parents can help children cope with mental health concerns during the COVID-19 pandemic. Massachusetts General Hospital. .

The New Classroom: Pros and Cons From the Students’ Perspective

By Saundra Shillingstad and Sheryl L. McGlamery

On Wednesday, March 11, the World Health Organization announced that COVID-19 was officially a pandemic. The outbreak of the coronavirus prompted universities to make radical changes in scheduling and delivery of classes. An announcement was made on March 13 that the University of Nebraska at Omaha (UNO) would allow students to take a 2-week break from campus and online classes. UNO started spring break early, March 14, and the semester resumed March 30. Course delivery shifted at UNO to become online for the remainder of the spring and summer semesters.

The disruption of going from face-to-face class meetings to online course delivery affected both students and teachers across the nation. For those of us who had never taught a course online, and for students who hadn’t participated in an online course, the learning curve seemed very steep. My colleague and I got busy getting ready to work and teach online. We had 2 weeks. The preparation evoked a bit of fear and anxiety in both of us. However, as we soon realized, we had nothing to fear.

The UNO College of Education, the Teacher Education Department, the Office of Digital Learning, and the Center for Faculty Excellence provided faculty and staff with numerous workshops for remote and online learning in an effort to prepare faculty and staff with guides for moving courses online as well as workshops for advanced support features and resources. We participated in the workshops, acquired the skills to navigate the online tools available to us, and were ready when classes resumed March 30.

During the 6 weeks of online course delivery, my colleague and I touched base with each other frequently. Our conversations often turned to how the students were adjusting and feeling about the move to online course delivery. Before the semester’s end, we asked students the open-ended question: What are the pros and cons of online course delivery via Zoom? We collected and reviewed their responses regarding the abrupt change from on-campus course delivery to online course delivery via Zoom. Here is what the students had to say:



  • “I love not having to travel to campus or worry about getting from building to building safely.”
  • “Taking the course from home was the only way I could have done it with my kids out of school.”
  • “No commute!”


  • “Having the course delivered in Canvas (which we already use) made the transition to online pretty easy.”
  • “I loved having access to the recorded lectures. Instead of having to send an email if I had a question, I could quickly access the video and review what I had forgotten or needed clarified.”
  • “I love ‘anywhere’ learning. I had to move back home (my family lives in California). I am grateful we were able to finish the class online.”



  • “The struggle is real. It is sometimes hard to understand the content and stay focused.”
  • “Large-group discussions are difficult. I am still trying to figure out how to insert oneself into the conversation.”
  • “Recorded class sessions were available for review when I did not pay attention.”


  • “Classmates not muting their microphones was a major distraction”.
  • “People! Put your kid down, turn off your TV and music, stop looking at your phone, get out of bed, stop slurping and eating—you are driving me crazy!”
  • “Classmates need to figure out how to be professional when ‘live’ on Zoom (does everyone realize I can ‘see’ what you are doing?). PAY ATTENTION!”


  • “It stressed me out when my Internet service was unreliable or weak.”
  • “I disliked it when I would lose connection and have to figure out how to rejoin the class session.”


  • “I missed conversing with my classmates, something that is SORELY lacking in this online environment.”
  • “We miss out on networking with classmates and finding friendly faces that we can connect with in upcoming semesters.”
  • “Missing the socialization period before and after class, as well as the small talk with professors. I hate it. I miss in-person.”
  • “Missing out. Don’t get the same ‘face-to-face’ contact that I would if we were in person.”

The students’ feedback leaned heavily on areas that could be improved, or what they viewed as challenges. We asked the questions to gauge and monitor not just how we as faculty were feeling, but how the students felt. To us, the student’s perceptions matter as we move forward during uncertain times. Our desire is to provide the students with high quality learning experiences, in and outside of the classroom.

Dr. Shillingstad is a Professor in the Teacher Education Department in the College of Education at the University of Nebraska at Omaha. Research interests include teacher induction, assessment, and program assessment. Saundra is a member of the Eta Omega Chapter of Kappa Delta Pi.

Dr. McGlamery is a Professor of Science Education in the Department of Teacher Education at University of Nebraska at Omaha. Research interests include teacher induction, assessment, multicultural education, and teacher development.

Successfully Teaching K-5 Online

By Queen Ogbomo and Stephanie Wendt

On March 13, 2020, most schools in Tennessee, like others around the world, were shut down because of COVID-19. Educators were left in limbo, unsure of what was going to happen next. For some, it was weeks before they were informed of what to do. Like one teacher said, “For me it was very frustrating not having clear directions on what we should be doing with our classes at first. Not just for teaching them, but even communicating with their families. I was worried about how my students were doing and the conditions they were going through” (Teacher 1, personal communication, 2020).

Teachers were left to fend for themselves during an unprecedented pandemic—without direction from administrators—and with many eyes looking to them for answers. No clear guidelines or expectations were given for teachers and families for several weeks. 

Two to three weeks following school closings, teachers were informed that instruction would be moving to online distance learning. Many teachers were in shock. This was unchartered territory. Both teachers and families were facing the reality that students would be learning at home together. While families are central to the education of their children (Burgess & Sievertsen, 2020), the question now was, how many of these parents or families have the skills and time to teach their children? How many of them have the technology at home, or even know how to use the technology, to successfully support their children? There were clear frustrations on the part of teachers with the rapid decision to transition to online learning. Were school administrators assuming that everyone involved had adequate Internet service and/or technology to support online initiatives, or that parents knew how to use the Google tools?

Like one teacher from Michigan said, “I feel like we were thrown into online teaching. We did get some quick basic training sessions on Google Classroom and Google Meets; basically, we had to learn by trial and error, just spending time on each” (Teacher 2, personal communication, 2020).

Recommendations for Teachers

1. Be flexible with instruction times.
Providing clearly written directions and video instructions within an online classroom is imperative for students’ and parents’ understanding of materials. Having these accessible will aid in student comprehension. 

2. A popular platform for many teachers and students is Google Classroom.
If this is what you’re using, list everything by week using topics, and include a “Resource Tools” topic at the top. The resource tools should include, but not be limited to, how to use Kami (online document annotation and markup tool), how to take a screenshot, and how to print assignments. 

3. Stay in regular communication with your students and their parents via email.
Email communication should be brief and include regular times for Zoom meetings by topic and days of the week. By establishing regular Zoom meeting times, students will become accustomed to a “class schedule” at home. When you schedule meetings, designate specific times for teaching concepts and having other meetings be strictly for question-and-answer sessions. Don’t require all students to attend the Q&As—just the students who have questions and need assistance or further clarification. Of course, all students should be required to attend Zoom meetings when you’re teaching new content. A suggested schedule might be meeting on Mondays, Wednesdays, and Fridays. In the morning on these days, hold required 1-hour Zoom meetings with students, during which you will teach content. Offer a 1-hour open Zoom meeting in the afternoons of the same days for students to attend on an as-needed basis. When you prepare for your meetings, write down a list of things you want to accomplish in your time with the students and always have a backup plan in case technology does not work. 

4. Keep your Zoom meetings as interactive as possible.
Show students how to use the microphone and video functions as well as the hand-raise and chat functions. During your first class meeting, set expectations for using these tools, as well as for behavior and dress code. Continue to reinforce these expectations as needed and communicate them to students and parents via email as well. 

5. Lastly, make the most of your Zoom sessions by incorporating different types of media.
Show videos—these can be teaching videos found online or ones you’ve prerecorded for classroom use such as read-alouds, science experiments, or direction videos. Students also enjoy playing games online to build community. These could be team-building activities that you would typically use as icebreakers. The goal is to make the online classroom as personal and engaging as possible.

Dr. Ogbomo is an Associate Professor at Tennessee Technological University. She teaches social studies, mathematics, and science methods courses. She maintains an active research agenda in minority and multicultural education, mathematics and literature connection, science and literacy, STEM education best practices, and online learning.

Dr. Wendt is an Associate Professor of Teacher Education at Tennessee Technological University. She teaches courses on science methods, field experiences, learning theory, educational technology, and grant writing. Dr. Wendt assisted educators and preservice teachers with transitioning to online instruction during COVID-19.


Burgess, S., & Sievertsen, H. H. (2020, April 1). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu.

A Culturally Responsive Approach to Family Engagement During Remote Instruction

By Katherine Rodriguez-Agüero

The Covid-19 Pandemic brought a new experience for educators, leaders, and our school systems. Most importantly, it sparked a change in the communication strategies we utilize to support families. Now educators use electronic communication as more than an additional form of family outreach: it is a means of teaching.

How can this outreach extend itself further to multilingual families? Moreover, how can it support families through a culturally responsive mindset?

Depending on your student population and resources, children experience online learning on an extensive learning curve. It’s the same for their families. As an educator, it is crucial that you survey your families to discover what works best for them.

First, consider the outreach your school or teaching team sends to families. Are the communications written or offered in the families’ home language? Go deeper! Is the family literate in this home language? My grandparents were illiterate, yet spoke Spanish fluently. Consider the way you survey and communicate with families, and make sure you’re engaging in a culturally responsive manner. Provide voice recordings within communications through QR Codes and utilize technology on Google Translate to support families.

Second, discuss with families their time frames and the support synchronous or asynchronous lessons provide. Synchronous lessons provide first-hand support, with interaction among students and the teaching team. Asynchronous lessons provide activities, with time frames outside of a scheduled session. Both types of learning support and affect families differently. By surveying families, educators can note their working schedules, family structure, and even support the schedule created at home by the family.

Remember that families with essential workers and multiple children can have trouble meeting a certain time frame, especially if they only have one electronic device at home. Ask families how comfortable they are with technology and then support them wherever they need assistance. Do they know how to access Google Classroom? If not, you can send families how-to videos in their home-language by searching for them online.

Furthermore, utilize the families’ funds of knowledge. Is there a family member who can play an instrument, create videos, or even share a personal story related to the class’s current unit or theme? As educators, we often try to find new resources and create new materials, but families are assets right in front of you! Encourage family communication by creating a parent group or establishing classroom roles. Set up a heritage partnership between families on a school-wide basis. Heritage partnerships allow families of the same cultural community to share resources, ask questions, and receive answers in their home-language. It builds a partnership based on trust.

Lastly, connect families with community-wide resources that will offer guidance and support. Certain libraries and educational organizations are providing virtual tutoring, language services, how-to videos, and partnering with heritage groups to offer language translations. By taking the initiative to support families through a culturally responsive mindset, we convey the message that our families are a priority. We recognize their hard-work and look to support them at their level as they need.


Culturally Responsive-Sustaining Family Engagement in the Time of COVID-19 and Remote Learning, and Always. New York University Steinhardt, Metropolitan Center for Research on Equity and the Transformation of Schools.

Mrs. Katherine Rodriguez-Agüero is a Doctoral student at Teachers College, Columbia University. She works as an Early Childhood Instructional Coordinator for the Department of Early Childhood Education in NYC. Ms. Katherine Rodriguez-Agüero is an advocate for family engagement in schools.

“Distance Learning”: Can an Oxymoron Illuminate Joyful Teaching?

By Shelley Sherman

Today’s blogger is Shelley Sherman, who was the author of the article “Nurturing Joyful Teaching in an Era of Standardization and Commodification,” which appears in the January-March 2021 issue of The Educational Forum. This article is currently available free online.

Movement. Energy. Spontaneity. The spirited staccato of a classroom discussion. A touch on the back. A subtle gesture. A warm, encouraging glance across the room. Distance learning cannot replicate the interpersonal dynamics and joyfulness of school communities where rich learning takes place moment-by-significant-moment in the classroom. What’s more, everyday experiences in many now silent hallways, gyms, cafeterias, and playgrounds play a significant role in learning, too. Can meaningful teaching and learning and the joy attached to them be experienced in the artificial glare and virtual reality of an electronic screen? Yes. And no.

During these fraught times, highly committed, caring teachers find paths to communicate their care and dedication to their students, animate and energize learning, and continue to persevere no matter the context. Such perseverance can yield joy in unanticipated ways for teachers and students, even at a distance. The fortitude of indefatigable teachers is fueled by passion for their work, the commitment to their calling. Where there appear to be no options, dedicated, talented teachers find them.

But distance learning also suggests a contradiction in terms. Learning brings us closer to, not farther away from, new understandings. It strengthens, rather than weakens, capacities to think deeply, and cultivates, rather than hinders, habits of mind that cross disciplines. A teacher’s capacity to nurture meaningful learning’s ineffable features, to coax gradually that which may be tentatively unfolding, is handicapped by physical distance. The realization of these aspirational aspects of teaching and learning is what makes them so profoundly joyful.

And distance is not the only barrier to experiencing joy for teachers or for students. The commodification of education, the notion that education is something to be delivered, has already taken a toll on teacher morale and co-opted teaching autonomy during the normal academic school year. Those who suggest we have to use distance learning to teach new “material” liken learning to a commodity. In many instances, teachers feel the pressure to maintain the pace of curriculum expectations regardless of the significant challenges to do so in a virtual environment.

Joy is attached to both pedagogy and relationship in teaching. How, then, can these anxiety-laden times provide a space for reflection about what teachers do have control over in classrooms, virtually, albeit with considerable limitations, and, with unlimited possibility, in-person? Serious-minded teachers cultivate trust and nurture mutual respect gradually, one student at a time, and, simultaneously, build a collective culture of trust and respect across a classroom of individuals who regularly engage with one another in both intentional and serendipitous ways. The limitations of distance learning and closed schools in creating such a culture bring home the ways in which teachers can make a profound difference in their students’ lives, and vice versa, when schools are open. The moment in which we find ourselves invites timely reflection about sustaining a vision for joy.

Questions such as these widen the lens on such reflection: How do I see each and every student in ways that are unique and personal?  How have I made a positive difference in the life of a particular student? When have I said something harmful?  Something that has impacted a student for better rather than worse?

As David Hansen (2018) suggests, finding oneself in the role of teacher means finding oneself in the practice. It includes experiencing personal fulfillment and joy in distinct ways and recognizing one’s shortcomings as well as one’s strengths (see Sherman, 2020).

There is no better time for those who see teaching as a calling to reflect upon how being present with each student as a unique human being, moment-by-moment, day-by-day, sustains the steady, joyful heartbeat of their practice. There is nothing virtual about it.


Hansen, D.T. (2018). Bearing witness to the fusion of person and role in teaching. The Journal of Aesthetic Education, 52(4), 21-48. https://doi: 10.5406/jaesteduc.52.4.0021

Sherman, S. (2020). Evolving enactments of personal fulfillment and service in teaching. In D. De Marzio (Ed.), David Hansen and the call to teach: Renewing the work that teachers do (pp. 13-26). Teachers College Press.

Shelley Sherman is the author of Teacher Preparation as an Inspirational Practice: Building Capacities for Responsiveness, for which she received the award for Exemplary Research in Teaching and Teacher Education from the American Educational Research Association in 2015. She has published numerous articles about teacher responsiveness and the moral dimensions of teaching and is Associate Professor of Education Emerita at Lake Forest College.

#homeschooling: Problems with Synchronous Learning in COVID-19

Today’s blogger is Wendy Levin, MA, CCC-SLP, a Speech-Language Pathologist in Cherry Creek School District in Aurora, Colorado. She currently co-teaches a special needs preschool classroom and has recent past experience in PK-8 public schools.

If you are an educator, you are keenly aware of the inequities of the educational system.

Not all families have the privilege to be able to take time from work to help their child learn. Not all families have access to speedy internet for those teleconference calls. Not all families have the mental space to worry about both their changed financial status and how to help their child learn school material.

Not all families.

How many school districts have forced both teachers and parents to organize and schedule themselves so they can have “class” at a certain time every day? How many of you teachers and specialists have had students lose attention and wander away from the teleconference calls or simply not call in to begin with?

Everyone loses. That’s the reason #imexhausted and #homeschooling have skyrocketed in their usage during the pandemic.

So why don’t we just choose a more equitable method? Because it’s not what we’re used to?

News flash! This whole pandemic is a situation that no one is used to. Let’s give ourselves and our families space while also providing the same instruction.

What is “synchronous learning”?

“Synchronous learning” simply means that all students and teachers are present at the same time on the same platform. They must schedule a time and a platform to meet and they all must be there at the same time.

This is impossible for too many families. Expecting a student or family to be online at a certain time every day is often too much to ask. I argue that we must rely heavily on parents for synchronous learning for PK-8 in order to gain student attention, keep them in front of a computer, help with login and technical aspects, and help with general attendance. This pulls parents and guardians away from the time that they need to work or handle family matters. They have no control in their schedule or their child’s learning in this model.

If there is “synchronous learning,” then is there such thing as “asynchronous learning”?

Absolutely. There are many ways to do asynchronous learning. You simply have to make sure a student has options. You have to make your activities and lessons available so the students and families can access them at any time. This allows parents to work with their children when it is efficacious for them. How much more equitable could that be?

Here are some ways to provide asynchronous, equitable education:

  • Create private or unlisted YouTube videos of yourself teaching the lesson. Provide students with the links.
  • Use your Class Dojo, SeeSaw, Google Classroom, or Blackboard to post videos or assignments
  • Provide a wide variety of office hours that work with your schedule, so students and parents can drop in at any time to ask questions if they need to.
  • Work with your specialists to provide any special education techniques needed for the lesson prior to releasing a lesson. Change your lessons accordingly.
  • Create discussion boards so students can continue to collaborate and discuss
  • Don’t punish a student for not completing work on time. Let them turn it in when they can.

Remember, every single family, including your own, is struggling during this pandemic, but we will all get out of this together.

You can still provide quality and equitable education.