Remote Learning: Relationships

Due No Due Date
Points 5
Submitting a website url or a file upload

THE WHY

We know that relationships are the foundation to impactful learning. Did you know that if students believe they can learn from us, we can impact their learning by almost 3 years growth in 1 years time! How do we show students they can learn from us? How do we build that trust? Through relationship building!

THE WHAT

What are the key components of relationship building that transcend the face-to-face learning environment? How do we build trust and credibility with students in a remote learning format?

Consistency is the key to both.

Learning Outcomes

Relationships:

I can describe the characteristics of valuable teacher–student relationships. • I can use the elements of teacher–student relationships (teacher empathy, unconditional positive regard, genuineness, nondirectivity, and encouragement of critical thinking) in my interactions with students. • I leverage my relationships to create an environment in which errors are valued. • I recognize the signs of a chilly classroom and work to avoid that feeling. • I redouble my efforts to reach hard-to-teach students. • I can design systems that increase touchpoints for students virtually.

Fisher Douglas. The Distance Learning Playbook, Grades K-12 (p. 64). Corwin. Kindle Edition.

The work in this module is based largely on the the book The Distance Learning Playbook, Grades K-12 by Fisher, Frey, and Hattie and other resources.

You will want to click on links to learn more about items in each section.

THE HOW

Consider before we dive in, what are 3-4 things you look for to gauge the productivity and/or positivity of a relationship you might have with a student?

Perhaps you listed warmth or genuineness or empathy. And all of these things are important. However, so are allowing students freedom and encouraging critical thinking. Good relationships foster growth and allow for errors. Most importantly, regardless of your relationships with students in the face-to-face environment, make every effort to re-establish and maintain those relationships in the remote learning environment. Consider these ideas Download these ideas

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to foster strong relationships, and add your own!

Building Relationships

1. Learn students' names and use them. Call them by name when they physically enter class or raise their hands. Call them by name when they join in a virtual discussion. Write their names in your discussion board responses or use them when you call home to check in. When students know instructors know them, they feel valued, more invested in the course, more positive toward the course, and more more likely to seek help from the instructor when needed.

2. Learn students' interests. Pass along book recommendations, movies or articles that might interest them. Relate content to what you know they care about. Consider showcasing students in class, either physically or virtually. (Let them know in advance and allow them to create a poster or page to share with others digitally.)

3. Foster collaborative, respectful communities. Show students it is okay to be lost or confused. Don't let challenging students be ridiculed intentionally or unintentionally. Be careful with body language and facial expressions when responding to students that challenge you. No one intentionally belittles students in this way, but students see it and respond in turn (they notice students not being called on or muted, clinched jaws or negative interactions). Students who feel they are targeted or unliked experience negative impacts on their learning--almost one-half year's loss according to Hattie's research.

It is well documented that low achieving students are not called on as often, are criticized more often, have less eye contact from the teacher, and experience less acceptance of their ideas compared to their high-achieving peers, who experience the opposite. What will be your plan to counter these trends?

Consider a "lounge" room where students can visit with one another by answering a non-academic question you've posted or sharing responses/pictures of an experience you have inquired about (favorite stuffed animal, pets, favorite foods, etc.).

Create a question room or question discussion forum/document where students can ask questions and other students and the instructor can respond.

Check out these ideas that you can use with Google (compatible with Seesaw and Canvas).

4. Equality in learning. Make sure everyone participates. Be present in discussion boards and keep track of who you have responded to. (You'll find discussion board tips in the Engagement Module!) Call on nonvolunteers first--maybe three--before calling on someone who knows the answer who might be able to add even more thought to the question. Use name sticks or random name generators. Plan in advance for students with academic challenges to reduce frustration and the inability for them to participate adequately.

5. Increase touch points. In remote learning, we must have deliberate tracking of interactions with students through discussion boards, feedback tools, and inquiry. If a student is has not been "in class" for a few days, reach out. Call home. Text using the Remind App. Email. Don't let students "sit on the fringes" of class physically or virtually. Invite them to a one-on-one meeting via Google Meet to touch base and check in. Get them involved and honor their voice by a simple acknowledgement that their voice is heard.

Cindy Miller in her article "Mission "Impossible": Building Relationships with Online Students" says:

Being flexible and responsive is the key to success for online instructors. YOU are the one who has to aggressively reach out to each student—not all of them will come to you when they are confused or frustrated. In order to ensure a positive class experience, make the effort to constantly touch base and check to see how each and every student is progressing and fill in the gaps as needed.

6. Use "pop up" pedagogy. Listen to this teacher share the many fun ways she uses this idea to reach students. How could you use and/or tweak them? Click HERE Download HERE

for more ideas!

PS--the tool she references for newsletters is Canva Links to an external site.. :)

7. Use Social Emotional Lessons every week and encourage students.

- Here is an elementary teacher's blog Links to an external site. with fabulous ideas (and freebies!) for reaching out to younger students.
- Here is a toolkit Links to an external site. for educators on SEL lessons from CommonSense.
- SeeSaw Links to an external site. has some SEL activities as well for K-5.

8. Let students see you. Even though video should be used as a last resort due to bandwidth issues for many of our families, you can still send an announcement with your picture. You can send a written plan for the week, but link a video of that same information, allowing families to choose which way works best for them.

9. Be predictable. Students and parents need clarity and consistency in remote learning environments. Post directions and resources in easy-to-find locations. Pick one day to share upcoming lessons with families.

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Want to dig in a bit more? Consider this post inspired by Brene Brown's Dare to Lead. 7 Links to an external site. Wor Links to an external site.ds Links to an external site.That Might Change The Way You Teach. Links to an external site.

EARN THE BADGE

It is important to plan ahead. We don't want to repeat a reactive response to remote learning; instead we want to plan confidently and proactively. Complete the planning guide for remote learning relationships. Submit the assignment to this page when it is complete. Directions for submission are in the assignment.

COMPLETE THE QUESTIONS BY CLICKING HERE Links to an external site.. A COPY OF THE DOCUMENT WILL BE CREATED IN YOUR GOOGLE ACCOUNT. TURN IN YOUR COMPLETED DOCUMENTED TO THIS ASSIGNMENT.