Since the beginning of this, I have been in constant contact with one of my students. Student A has a rough home life. Student A (SA) is what I call a trauma kid. There is trauma in SA’s life.
I have connected with SA this year. SA has come such a long way and I couldn’t be more proud of SA. Our district hasn’t moved to Online Learning yet. We are a week behind most as our Spring Break was the first week – March 16. So for the past 3 weeks, SA and I have been emailing back and forth. SA reached out. SA reaches out often asking many questions. I have been able to provide guidance and information.
SA has contacted me about where and when to get food. What they should do if a police officer stops them (there was a rumor going around town – untrue). The breaking point came this week. Students were able to pick up computers. Upon hearing this information, SA was excited but nervous. I asked if they wanted me to meet them at school. SA replied, “Yes, please!” Okay, I have a soft spot for them, so I said that I would.
Today was computer pick-up day. SA called as they left their house. I packed up the pups and off we went. We got there at about the same time. I almost didn’t recognize SA. The spark was gone. In its place was a sad, withdrawn, scared-looking child. We chatted while waiting in line (social distancing the whole time). SA is home alone for a part of the day while mom is at work and the younger brother goes to the babysitter.
SA is not the only as-risk kid. This got me thinking. We talk about equity and the pros and cons of online learning. Yes, there is most definitely an equity issue in our nation. Students with no internet. Rural areas with no or poor access. Equity concerning students with IEP’s. And yes, those are important and should not be overlooked. But what about students like SA who NEED to be connected? Those students who are suffering alone and in silence. They NEED to have the opportunity to connect. I am happy that SA can connect. I’m really hoping that the simple daily meeting help SA.
Please reach out to all your at-risk kiddos. They may not be doing as well as you’d hope. I’ve also had former students (all at-risk) reach out to me.
Yes, I realize I’m waxing on about L and here’s why. L has run our school’s daily news all year – which is a news broadcast. She films, edits, and most recently, been in front of the camera. When I’m having issues with a computer/tablet she’s the first person I consult and she usually has the solution. She uses her phone as if it were a mini computer: downloading Google Classroom, working on assignments at home, using Raz-Kids, and other programs to help her succeed. She has helped her family to download and set up educational apps (on their phones) to help them be connected to Class Dojo and learn a new language. She ‘texts’ me via Google Hangouts (her school account) to ask school-related questions or just tell me that she’ll be out the next day.
My students constantly amaze me. They come up with great ideas and are innovators in their own right. Not only do I enjoy hearing their thoughts and ideas, often times we implement them in our classroom. I also feel fortunate enough that my students feel comfortable enough to share their ideas with me; knowing they will be taken seriously and not ridiculed.
This is one question I try not to ask. This and “Did you have a good break?” When dealing with many students from differing backgrounds, it’s easy to forget that not everyone has a ‘good break’. It’s a natural question for many of us to ask. We come back not really ready to be back. I mean, we all love to sleep in and get things done around the house or hang with family/friends or go on trips. But for many students coming back to school is a welcome break from their home lives. And for that reason, I no longer ask students these questions.
Yup, I’ve got #FlipgridFever along with my students. Over the summer I learned about 
The beauty of doing this is that it allows for easier sharing with the outside world. It has been said, and is most certainly true, that when students know the public will see it they up their game. When my students think it’s just for me, they give me ‘okay’ work. It’s like pulling teeth to get top notch work from them. However, when I say that it will go on a website that will be shared on Twitter and Facebook, they are much more careful and meticulous in their work. Adding to that, I present. I tell them what I am presenting and when. Okay, sometimes I ‘say’ I’m presenting on a topic even when I’m not. I want the best work from them, I have no shame.
I have used this method of documentation and sharing in the classroom for over four years. I have never had a student abuse their editing rights. On the old Google Sites, I could give page level permissions for editing but never did. All students have always had full rights on the site. However, this year I have a student who has been known to maliciously edit shared documents (and when caught asks what ‘Revision History’ proves). So said student does not have editing rights. While this makes me sad and I wish I could have gotten through to the student that such behavior is inappropriate, I have decided to exclude him/her from editing until he/she proves themselves to be trustworthy. I figure once in four-plus years is a pretty good record.
One of the girls created and shared the slides with the rest of the group. Each person in the group had their own slide to take notes. I know this isn’t the first time this has been done, but I was really proud of my students for thinking of this. It is so much easier to take shared notes on Slides as opposed to Docs.
[url=https://flic.kr/p/r6shHf][img]https://c1.staticflickr.com/9/8610/16470630808_ff856fd3bc_z.jpg[/img][/url][url=https://flic.kr/p/r6shHf]”I like a teacher who gives you something to take home to think about besides homework.” – Author Unknown[/url] by [url=https://www.flickr.com/photos/life-long-learners/]Brian Metcalfe[/url], on Flickr
Nowa Techie 