![]() ![]() These goals can be revisited midyear and at the end of the year.ĭuring in-person teaching, teachers might confer with students individually, holding a conference of five to seven minutes. Goals should be academically important and meaningful to the student. Each student might establish an individualized goal based on their self-perception. Upon their return to the classroom this fall, students might identify at least one strength and one improvement area. Many said that they wished they’d had more time-management skills and had been more organized prior to remote learning. In June, I asked students about their remote-learning experiences. I found that after this spring’s move to remote learning, many of my students became more aware of their strengths and any areas where they felt they needed additional support. ![]() Using this activity at the beginning of the school year establishes foundational connections for the whole year. Through Zoom’s audio, students have a chance to elaborate about the lie (or their truths). The teacher identifies the lie as the “correct” Kahoot answer.Īt the designated time during remote learning, the teacher’s screen can be shared through Zoom, and students can log into Kahoot. Each student’s two truths and a lie become a Kahoot question. Using Kahoot or another program, the teacher can create a virtual version of the game. If the activity is offered remotely, students can email their two truths and a lie to the teacher, indicating which is the lie. Other students may ask follow-up questions. Students guess which “fact” is the lie before the author reveals the answer, elaborating on any truth or lie they choose. Seated in a circle, they take turns sharing the information on their cards. Students write three “facts” about themselves on an index card: two truths and a lie. This activity has worked well as a getting-to-know-you activity in my ninth-grade advisory groups. Teachers can demonstrate caring by asking students about their personal interests and strengths and areas for improvement-and then providing specific feedback so that students can grow. In her book Culturally Responsive Teaching and the Brain, Zaretta Hammond describes teacher-student relationships as “learning partnerships” that build on mutual trust and authentic connections.Īs Hammond points out, caring is how we can generate trust. They are also part of culturally responsive teaching, which fosters increased engagement and learning outcomes among racially and culturally diverse students. Strong relationships provide students with a sense of support and the knowledge that we care. Establishing strong teacher-student relationships is key to educational success-whether we instruct our students in real time or remotely.
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