Issue link: http://educator.cta.org/i/1278320
FOL A ODEBUNMI United Faculty North Orange County CCD Economics teacher at Cypress College • Welcome them warmly and set a positive tone. I thank them for taking my class, acknowledge that COVID-19 creates many challenges, and let them know I understand they have a lot on their plate. I convey that we are all in this together. I tell them I am a grandmother, I'm good at listening, and that no question is stupid; the only stupid question is the one unasked. I let them know I'm collaborating with them so that they can reach their goals. • Encourage student-to- student communication. At the beginning of each class, I encourage my students to introduce themselves and engage in a discussion with at least one other student on the class discussion board. I ask them to upload photos of themselves and connect with other students for extra credit. My goal is to create a classroom community through active participation. • Put them in groups. I place students in groups of about six or seven. I will wait until after the first quiz. I don't want to lump all the A's together or all the C's together. I want to mix them up so they can rely on each other and work on group projects. Sometimes students will say they are in an online class because they prefer working alone. I tell them I'm preparing them for the real world of business. They won't be successful in isolation. They have to network and learn to get along with people. A tree does not make a forest. • Provide feedback and encouragement. If students did not do well on an exam, I tell them it's not the end of the world and let them know there is online tutoring. I communicate with students who are doing well and say "great work." If a student got a D on a test and then receives a B, I'll say "fabulous" and congratulate them for improving. When my class is over, many students thank me for offering them encouragement. It's a balancing act teaching online: You don't want to overwhelm them. But you don't want to leave them alone for too long. If you do, they may feel lost and alone. Staying connected is extremely important. "I tell them I am a grandmother, I'm good at listening, and that no question is stupid; the only stupid question is the one unasked." —Fola Odebunmi ANGELA BAUER YOUNG California Virtual Educators United Kindergarten teacher at California Virtual Academies • Reach out before school starts. I send out postcards welcoming students to my classroom and letting them know we are going to have a fun year. Then I make an initial phone call to parents and ask to speak to their child. I ask how their summer was, if they have any pets, what their hobbies are, or what movies they like. I try to get to know a little bit about them so I can tie that into instruction when class begins. • Have students create posters or write profiles, like "Hi, I'm Bob, my favorite food is hot dogs, I have four goats, and l like to play soccer." Then I create a PowerPoint of what students have given me and show it on the first day of school so students can learn about each other. • Do fun things like "Pet Week" where students can show their pets and talk about them online. Or they can share about their favorite stuffed animals and answer questions about them from other kids. Hold live dance parties on Fridays. Have virtual birthday parties. Or assign students jobs such as leading the flag salute, being the "weather person," monitoring the calendar or "collecting" answers from everyone. These activities make students feel part of a community. 34 cta.org