Creating an Enchanting, Sundry, Virtual Universe for Your Students- Part 2 (181)

How can we take a lesson planned for a table-top interaction and convert it into one for a screen-top? We have to think engagement- how do you engage students in your classroom: music, interactive activities, conversation, student-led lessons they create? Think of all the lessons you did this year that touch on one of these.

Do they seem impossible to bring into a virtual, sundry, enchanted classroom?

They might now. But let us look at some strategies we can use to heighten them a bit so when they enter the screen-top they do not lose their table-top dynamic. Here are a few ways you can transform without losing the magic of your well-thought out and designed lessons.

• Break down the lesson and make it digestible. We as educators chunk our assignments already. We differentiate. But, for virtual learning, we have to even more. Give less information and create scavenger hunts, web quests and collaborative chats where they can share their findings.
• If students are given specific places to look, short video clips or webpages to browse they will visit them. Rather than having students write out answers or create documents- have them discuss in group. Have them verbally talk in a chat room, you can record it and listen later, or have them discuss in a blog format. Either way if there is discussion happening, it is more likely students are engaged.
• Give students a feeling of ownership and control. Rather than strict deadlines, be more flexible on due dates, demonstration of knowledge and delivery diversity. Some students like to create podcasts or video clips of them demonstrating their findings. Some students would prefer to type something up or draw sketch notes and write stories. Let them choose.
• Be a storyteller not a lecturer. When we are on-line, we get easily distracted. When the internet is at our fingertips we often get lured into its grasp. So how can we keep them engaged in our required space of learning? We can keep it exciting and magical? We can keep our lessons like stories, adventures. Keep them guessing.
• Stories tap into emotions, so we are apt to remember information delivered in stories. If you are reading something difficult, you are more likely to “get it” if the writer uses an example to illustrate what they are trying to get across. Case studies are a great way to keep them interested in an otherwise mundane topic. Stories about the content rather than just facts and details, keeps students more connected to the curriculum.
• Assigning study buddies, I found was a great way to keep students on task and moving forward through the virtual content. They checked in with each other daily, they posted comments together in the chats and problem-solved the daily questions together in a google doc. Keeping the camaraderie alive is so important in a virtual classroom.
• Extrinsic motivators like certificates and digital badges show others in the virtual classroom, what you know and what you can do, but intrinsic motivators drive a person forward. Intrinsic motivation compels a student to keep doing difficult tasks, like juggling an online course with other responsibilities. How can we do this?
• We want our students to have a sense of purpose that fuels their participation and engagement. They should know that what they are doing in class matters. Remind students how their new knowledge and skills will help them make a difference in the world, even in small ways- how it inspires you. Talk about how this new expertise helps them improve their understanding of the big picture and will help them grow in a future that will be filled with on-line learning and technology-based professions.
• Create talking points. Small hurdles for them to problem-solve. Keep the class dialogue going by inserting some side adventures or yes, distractors. When they feel like they got away from the content for a bit, like a brain break, they feel more invested in the process once they return to it.

Part 3 in this series will start to take specific lessons and transform them into hybrid activities

Creating an Enchanting, Sundry, Virtual Universe for Your Students- Part 1 (180)

As educators we are all finding our way through a dense fog of uncertainty, about how our next school year is going to unfold. Is it going to be a hybrid- both virtual and brick and mortar? Is it going to be all on-line learning? Will parents have a choice which one they feel most comfortable with?

How are teachers going to manage an in-class presence and one in the virtual world? All of us are feeling the drain of drudge- we are trying to plan ahead, but our feet are stuck in the muck. So, we are in a holding pattern.

I for one, do not like circling the airport waiting to land. I am all about the landing. Getting on the tarmac and unloading the passengers. I am in flight a lot- getting my routes locked down and my manifest in order. I knew, even as distance learning took over in the spring, that I needed to start going through my take off procedures early.

I knew I needed to come up with a well-designed plan that would help me create a map of the year that could work virtually or in my classroom with my students.

So, I sat down and wrote out a game plan. A pilot checklist, as it were. Here are the first few steps I realized are essential for both on-line and in person teaching.

1-    Over plan. Yes, we write lesson plans, but now we have to think about how they will play out on-line as well as in the classroom. Leave room for contingency routes. You never know when turbulence will bounce you about.

2-    Get familiar with and comfortable with technology. Things that will get students clicking, playing, and interacting with learning. If the lesson needs to be virtual, games and virtual labs are a necessity. Immersion is engagement.

3-    Productive working environment is a must. For me in my classroom, for my students in my classroom and for both of us at home. Modeling a place to interact and learn on-line is essential to successful practice. I have set up one for myself and I will show it to my students, inspire them to create a home-thinking and home-learning space for themselves.

4-    Conversations, discussion questions, brain breaks, debates- a community based on dialogue, listening skills, observation and trust is key to any classroom. Virtually, these can take place on a myriad of face-to-face programs, but it is important to delve deep with these conversations, create a fun atmosphere where students feel free to share ideas, concerns and have mindful discussions.

5-    Consistency and regularity is so important. That is why we walk around the room, sit down beside our students, and look them in the eye. With new protocols we might not be able to do this. But we need to continue the practice, be frequent travelers and communicate with them daily in the virtual world as well as in person, if we are allowed to.

6-    Motivation is a struggle when students are so far away from us. As educators we feel our magic is stunted by a computer screen. But that is wrong. We can amplify our personalities and really connect with them if we find ways to be different. To use new technology, play music, have meaningful conversations. What’s key is to be yourself. Be genuine and even when technology fails, they will follow you to Hogwarts.

7-    Feedback, as always, is so important. Ask students what works, what does not work. What they prefer, what they dislike. Especially what you can do to help them feel more comfortable learning virtually. Share your struggles and they will help you as much as you help them.

8-    SEL and mindfulness strategies are so important in both virtual and brick and mortar classrooms. Students yearn for connection, to feel like their feelings are justified and for strategies to feel more comfortable and creative. Keep those lessons integrated into the content and keep having meaningful, relatable, current event, purposeful conversations- students want to have these, especially now.

So how do we implement these? That is part 2 in this series- which will post tomorrow.

Anxiety and Mental Health- Is it All in My Head? (178)

The most important thing about stress, anxiety and depression is to recognize it, talk about it and know it is a process. It is never gone, it always lurks, but it is also treatable. Keep the conversation going and ask for help. Talk to others.



Tap Tap, Are You There?

A slow trickle, I feel the monster lurking. My hands shake a little, my vision gets a bit blurry. My face feels on fire, rosacea is full blown as of late. Acid reflux, muscles ache. The normal reminders I am over 50, usually peek in and out- lately they are taking up residence, all at the same time. 

My body somehow feels, disembodied. I feel homeless.

Every tiny inconsistency, every ping of discomfort is louder. Lack of sleep amplifies. More virus cases, closer to home, magnifies. Uncertain guidelines, to mask or not to mask, fall school opening but how? What to do and when to do it? Everything seems so unattainable.

A giant loop feeding my brain a repetition of doom, hope, failure, faith. Seeking clarity but in return, getting more skepticism and ambiguity. The monster is no longer lurking, now it is creating havoc, disruption, disquiet, and distrust. A level of doubt that is dismantling my sense of focus and calm. The monster is leaving footprints.

No one experiences anxiety in the same way. Some want to be around others, surrounded by noise and the sounds of living. Others need to be in a dark, silent place where they can tackle the monster and look it in the eyes. Anxiety is tricky, the monster is stealthy- together, with uncertainty and vagueness those of us with anxiety, are struggling.

Yawn and Stretch, Awakening

I leave my house, rarely, I refrain from news watching. I read, write, watch some mindful, happy television. I meditate. I eat healthy, exercise a bit. Nothing eases the heaviness. Some day’s I wake up, flushed face, red splotches a reminder of my stress. Some days I wake up, a pit in my stomach as if the positivity is being sucked out of me. 

Most days I open my eyes and feel positive, instantly optimistic, and happy.

Then I look at Apple News on my phone and it deflates, I once a hopeful balloon, now stretched and flat. Now, I go through spells of depression too. What? All those other symptoms are not depression? I guess they are linked to it- but I can ascertain the characteristics of my anxiety versus my traits of depression. They are two different creatures. Yet sometimes, they gang up on me together.

I cope with all of this- with a Dyslexic brain. With an 'on the spectrum', frame of mind. Not with any medication. I mediate and talk to myself, write a lot, reflect a lot, and look for factors that lead to my anxiety or depression. I tend to bounce back quickly. Mostly because I am constantly aware of my emotions and ailments. 

I feel the rumble before the quake. But, since March- there are a lot more tremors. There is so much to worry about it is crazy. But I have many strategies I use to get back onto the track, after derailment. This week, for many reasons, I have had to utilize just about all of them. It has been a heavy week.

Click, the Light Removes the Shadow

The most important strategy one can use when they see the monster’s footprints, when they feel the seism-is to brace for the shake and accept the aftershock. We are all struggling emotionally, spiritually, mentally, and physically right now. They are all intertwined. The best way to untangle all of these feelings and physical maladies is to talk about them. Own them.

I talk to my husband. I talk to myself. I identify the little bugs and aches as part of this process. I regularly check in with myself. I keep a journal. I write blog posts. I listen to my body, try to counter-act the symptoms with positive affirmations and mindful mantra’s. But results can take a while. I just keep moving forward. Looking for ways to stay busy and productive.

I know my story is not unique. Everyone is feeling different levels of anxiety, frustration, anger, doubt and yes rage. I feel in my heart though, that I need to keep posting about it, maybe then I can inspire those who do not want to feel these feelings- to allow themselves to feel them. 

It is a healthy process, to recognize and unravel our stress, in order to stay mentally and physically healthy.

Wake Up, Look Up, Believe

To everyone reading this. Thank you for listening. I hope when the thump, thump of the monster is creeping up behind you, that you turn to greet it. Say hello and ask it to be your friend, not your enemy. Feelings are a part of our system, they are integral to who we are. Sometimes they are happy, other times they are disruptive and scary. But either way we need to lean into them and take control of them.

I hope that you have more good days than weary ones. That you find solace in your interests and hobbies. That family and friends surround you. That you recognize your strengths and use them to find your center. 

I hope you use them to create your focal point because all of us are going to need one moving forward. Times are changing but they are also bringing with them- a rattling of self, a loud boisterous crack of doubt, and a deep seeded feeling of isolation.

I hope you find your calm. Your wave of energy to push you through these uncertain times. Stay healthy my friends and thank you for your positivity and inspiring personalities. You make a difference.

Anxiety and mental health- Is it all in my head? No. It manifests in physical ways, social ways, spiritual ways. It is a constant vibration. We must listen to its hum. For when it overpowers our daily noise- it needs attention. Listen to your emotions, they tell the truth, every one of them is valid. Every one of them has a purpose. They are just waiting for our attention.

Just Reflection (177)

So much to read. So much to watch, listen to. Social media is a frenzy of ideas, strategies and book chats. Podcasts, virtual camps, chats and blogs. We are sitting within a gorgeous, colorful, vibrant mosaic of hacks, education, mindfulness and voices- such articulate and inspiring voices. I thumb through Twitter, visit blogs, listen to podcasts and I am just overwhelmed at the amount of fantastic information. What a world we live in indeed.

Today I am framing out my series of podcasts- https://soundcloud.com/melissachouinard-jahant
I have some amazing educators who have volunteered to come speak with me on my podcast. I am really excited.

I am framing out my series of blogs- I am going to have one (on-going) on iteacherimother.blogspot.com  all about Digits to Digital- Turning in class lessons and activities into a virtual experience. Also a series on practicalrebellion.blogspot.com about preparing for the next school year with classroom hacks and homethinking, mindfulness activities to bring together all aspects of education as we move forward.

I am continuing to read amazing books- albeit I have not participated in #bookcamppd I am reading the books. Time just gets away from me. But, I am also reading amazing books on society, relationships and education. I set time aside to read for two hours a day.

I just finished a Zoom STEAM summer camp- on July 6th I will be teaching in another one, this time for junior high. It is all about inventions. I am learning so much about Zoom, its very cool. I feel more confident in using it and will be integrating it more into my virtual classroom in the fall.

I am taking professional development courses on Nearpod, Flipgrid, Canvas, Google Classroom not to mention gifted education and science hacks. I love learning and am making sure to sign up for some amazing on-line learning opportunities. I am also completing a Happiness course on Coursera, its free and very inspiring and motivating.

I guess- I am busy. But, I like to stay busy. It keeps me sane in a very uncertain world. I write blogs every day, and sometimes, like today- its just about reflection. Reflection is one of the keys to contentment and happiness. For when we take the time to assess ourselves, we recognize our need for growth, our daily successes and we create some awesome intentions and goals.

So today- just reflection.

The Difference Between Elementary, Middle and High School: Bridging the Gap (Repost for Relevance) (174)

Disclaimer

I am a middle school teacher. I have always taught junior high. But I have student-taught in elementary classrooms and have observed many grade levels. This post is about my recent encounters, peppered with what I know from previous experiences with students. Every level requires slightly different tactics and strategies, but every grade, every subject area when given the time to build opportunities for self-reliance, self-advocacy and self-confidence, will help create a well-balanced learner who moving forward, will possess the skills to be successful.

Commonality

The core is the same, curiosity, eagerness, a bit of distraction. One may be smaller in stature, however, when you take the time to talk to them, ask questions and listen to their stories- you find that elementary students are very similar, to their taller counterparts. The biggest difference I find, is the affection.

Younger students, even after only a few days of teaching them, hug you. Some middle schooler's hug, but only at the end of the year, generally. I taught Elementary STEAM Summer Camp last week and the attachment and endearment from many of the students was outward and steadfast. I loved it. I am used to camaraderie and community, with a bubble of standoffishness.

At the end of the school year, with my students, there were smiles and "we will miss yous", but mostly waves. 7th graders tend to be more stoic and non-emotional. But after summer camp, there were a lot of hugs and tearful good byes, after only a week. It was adorable and the kids were so outgoing and collaborative- a beautiful thing to see.

Now, there were some disagreements and a few arguments between them, but overall, they got along great- these 112 students were from fourteen different elementary schools throughout our district and they came together and learned science through cooperation and collaboration. Cooperative endeavors and collaborative action. Some harked from affluent neighborhoods, others from low SES communities, but it didn't matter- at the STEAM camp they were from the same locality, the same region called 4th and 5th grade.

Just like students from different grade levels and different schools, teachers of primary, elementary, middle and high school differ in many ways, yet we all have certain things in common. We are all looking for strategies that work. We do not get on social media to troll or attack one-another, at least the majority of us don't.

We join chats and share our ideas through Twitter, not because we can, but because we have the strong, deep seeded urge, to learn and grow from alternate perspectives. What makes education great is educators who look outward, who are willing to take-risks and share their experiences. We are a giant collective, a global phenom, not because we share, but because we listen.

Uniqueness

I observe students a lot. I appreciate the time I have in a student-driven classroom to not speak. I enjoy listening and guiding with simplicity. Of course younger students need more instructions and more specificity, when it comes to how to do things, however, they also deserve the same student-centered design. They deserve choice of product, the ability to tinker and design independently and work cooperatively with their peers.

When we provide these opportunities they step up in a beautiful way. Many need the guidance older students don't but when this supervision also allows for independence, all students thrive- because they get to imagine their learning as their own and this gives them the reigns, this lets them climb on and see the view from the saddle, rather then the stirrups.

The way elementary students collaborate is much different than the way middle grade students do. Younger students all jump in equally, they want to handle and manipulate everything, have a say in every aspect because to them it is not seen as learning- it is internalized as a game, a playing field that needs to be conquered. There is no grade attached for them, there is no evaluation, only self-satisfaction of accomplishment. I watched these amazing 4th and 5th graders at camp struggle and get defeated, while a few shut down, most talked about it, figured it out together.

A skill universal yes, but often in elementary students it is about "me" not "us." They built bottle rockets, marble mazes, programmed Sphero's and Ozobots, and they got artsy with masks and slime. But, overall, they tinkered, designed and created some awesome things because they did not see the tasks as work, but as fun. Me became us and tasks became play, with a little bit of work added in.

Now, in my 7th grade classroom, there is a lot of communal activities and collaborative lessons- but the underlying focus for most students is the grade. How accurate do I need to be, how much detail needs to be added to the reflection, how am I going to get full-credit? It is very difficult to get my students to see beyond the grade sometimes.

When they ask me, "what type of grade is this other or minor?"- I just say "yes." But, once they get the materials, they begin to tinker, design and build: models, diorama's, 3D giant cells- they get engrossed in the process and the grade fades in importance. I have spoken to teachers of 4th and 5th graders and they have told me that, they do ask about grades, but not as much because what the grade will be, or how to get the A, is not what they feel is important. They are focused more on if they are doing it right, because they want approval above a good grade. This I noticed at the STEAM camp, they were not looking for personal satisfaction, but more for outside approval.

This I witness every summer when I get the opportunity to work with 4th and 5th graders. There is no grade per se in camp, but there are points and these points add up and at the end of the week the winning team gets medals. There is an underlining competitiveness- but it is quickly shadowed with "What do you think? Does this look cool? Look what I made?"

While, my 7th graders during STEAM activities are saying "Did I meet all the requirements? Does this look like an A project?" The biggest difference I saw when it comes to approval, is 7th graders are looking for self-satisfaction and recognition while 4th and 5th graders are looking for approval- for acceptance. What a difference a few years makes. What happens to change the focus from fun to learning?

Bridging the Differences to Create More Uniqueness

So why does this matter? The younger grades of course have different gradients of the 4th and 5th grade mentality, while high-school students are centered more on grades and GPA. So how can we bridge the gap? How can we make learning more about self-satisfaction and less about requirements and ranking?  In the higher grade levels, it is never not going to be about grades- it can't be, because these grades get you into a good college.

Your GPA is a mark of passage, a calling card for admission boards. But, how much knowledge are these students actually retaining? How much rote memory is replacing problem-solving, independent thinking and self-advocacy? Sometimes, facts and data need to be given quickly, but what they do after they memorize is what's important- how they apply their new evidence, details and knowledge is what makes 'big picture' thinking emerge.

Design and Implementation 

I find that between all students I have observed and been able to teach there are a few strategies that work across all grade levels. These strategies not only promote 21st century skills, independence and cooperation, but they also merge the need for approval with the desire to grow and learn. The simple may seem like a cop out to some- but not all lessons need to be elaborate, not all class periods need to be exciting. Productive and purposeful, yes.

Engaging and relevant, yes. So how can we keep our day to day activities meaningful, beneficial and gratifying, but still, student-driven and student-centered? We as educators need to plan- be flexible and above all else, be willing to loosen the reigns and let them roam free. We need to step back and let them have more control- routine is great, necessary even, but flexibility negates compliance and inspires innovation. For me, the most important strategy is independence. Don't assign projects with specific products- assign goals with certain outcomes but an endless array of presentation and demonstration- choice over consistency.

We must also design our classrooms, not just our lessons to be student-centered. Make the space kid friendly, engaging and simple. Colorful and attractive, but with splashes of intensity. Too many things on the walls may look attractive, but it can be distracting and it also makes the space yours- not theirs. Leave a lot of empty space- let them decide what to put up on the walls. Provide lots of options of seating: tables round and square, standing desks, cushions and rugs to squat on.

Flexible seating both physically and socially based, will create a communal feel and will allow students to take responsibility of their learning, behavior and time-management. This is what I feel is often set aside, student self-regulation opportunities- but if true learning is going to take place, students need to learn how to self-advocate and self-regulate. Responsibility is learned, compliance is assigned.

When we clear the learning space- they get very creative and then the space becomes an art studio, a science lab, a beautiful landscape of their choosing, rather than a structured venue of our comfortability level. We as educators want to feel comfortable and in control- but when we leave our classrooms free of self-centeredness, but rather construct it with a little bit of personal uncomfortability- this is when growth happens. For our students and for us.

We feel more confident in our teaching and behavior management and students become more self-reliant and can regulate their interactions and progress. This is when we are forced to submit to the unpredictability of education. Again it is not giving up authority or discipline, it is accepting nonconformity and just a little dissension. Dissension leads to ingenuity and structure while it focuses us towards innovation and change, also shows us the edge and we can choose to steer clear or take the leap. Strict routines however, squash both.

If we set the guidelines, model positivity, trust and respect, reinforce the routine but also provide wiggle room for change and detours- we will be happier as educators. We all want to feel in charge because then we feel learning is taking place. But often when we have every moment planned out and we follow a specific path, with no exceptions- the classroom becomes compliant and predictable. Change things up- have an exit ticket rather than a warm-up, have students purposeful talk rather than write reflections, provide a makerspace of various materials rather than a bucket of specific ones.

Give students the opportunity to build, record, write, draw or even act out their knowledge. While some students will shy away from unpredictability, it is important that they see it on occasion because life is very much unpredictable. We as educators will be there to relieve any of their concerns by guidance and nudging into independence.

Every student regardless of grade level will benefit from a student-centered, student-designed space. Where some age groups need more guidance and routine, they will benefit from opportunities to be independent. Opportunities to make a mess. Learning should be messy- our brains all work differently, all respond to challenges in our own unique way- so if we confine our lessons and classrooms into how we think, what makes us comfortable, we are going to lose many students.

But if we make them more flexible and student-centered- they will connect to their learning because it will be personal, rather than general and ordinary. Engagement is intimate, growth is particular to oneself- and if we truly desire engagement and growth, we need to be inclusive of all peculiarities and oddities of thought, processing and imagination.

A classroom full of collisions, discombobulation and reassembly is a classroom both personal and communal because learning is messy- so get ready educators- get your shovel and rake and get ready to till the soil, plant some seeds and step back and let your garden flourish.

The End of the Zoom Week- Virtual Science Camp is Over (171)

This week was a whirlwind of excitement and learning. 72 amazing students joined the virtual STEAM camp this year. Our first ever in the virtual world of Zoom. Supplies were packed, snacks were added and parents delivered a week of inquiry, all in 5 paper bags.

The reason the camp was so successful was the fact that it was well thought out and organized. Having a fantastic coordinator made all the difference. Having energetic, engaged educators to teach with made it special. Seeing the faces of the kids as they opened their bags and got excited about learning- priceless.

I learned a lot this week. I plan on using Zoom next year as we traverse a hybrid school year. I discovered a lot about myself. I learned to trust technology a little bit more. I also, just went with the flow and let things happen in a very organic way. In my classroom, that is my style all the time, but virtually, I feel a disconnect and this sometimes locks me into a certain groove: one of hyper focus on the details.

But, after a week of virtual teaching, all on Zoom- I feel more confident in the platform and my way of maneuvering throughout it. I had some hiccups with lag, using the whiteboard took some figuring out, and sharing my screen for videos became second nature. I am comfortable now using the platform. Breakout sessions are a must.

This experience has got me thinking a lot about my curriculum and lessons for next year. I am looking through my lesson plans and starting to convert some of them to a virtual format. Some individual and self-paced, others group Zoom format. I plan on getting many ready for whatever format they will eventually find themselves in.

Next year is uncertain. But, now that I know Zoom is a source of learning in a new way, a safe and easy format to maneuver and an accessible tool- I feel confident that I can make distance learning enjoyable for my students as well as myself. It felt very interactive and yes- believe it or not, personal and collaborative. I feel like after a week I did form a relationship with these students, and I will remember this experience fondly.

Zoom, Zooming Through a STEAM Summer Camp- Part 4 (170)

This weeks STEAM elementary summer camp, is a five day camp. Each day has a different 'theme' or field of science. So far we have had, Chemistry, Biology, Space and Physics. Tomorrow is our Fun toy day. A mish- mash of different make your own toy activities. The supplies for each day (4 lessons and 3 snacks) were packaged in paper grocery bags. Each lesson in an individual numbered Ziploc. So students have everything they need in front of them during each lesson.

Students were organized in home rooms via Zoom. Each morning as students were being added into the breakout sessions- teachers did warm-up, team building activities. I had my group run around with some scavenger hunts, share their Mars diorama's and share their favorite books (plot and setting included). I got to learn a lot about my students with these activities.

Then students stayed in their same breakout room throughout the day. Teachers left the breakout room and were added into the different rooms throughout the day, this minimized any confusion. For snack time and end of day time, all 72 students were put into one big meeting room, where we shared stories of scientists and their impact on the world: Katherine Johnson, Jane Goodall, Michio Kaku, Leonardo De Vinci and Asima Chatterje.

There were a few hiccups today. Not with Zoom, but with supplies breaking or missing. Students were getting distracted with balloons and water too. I think now that we are nearing the end of the week, students are get fidgety. Being on Zoom of course, makes it harder to see what they are up to. Plus some students are turning off their video, and we decided we would not make them use video. So we had to use different ways to connect.

If they were not using video, I said their name a lot. I asked them lots of questions individually, to keep them engaged in the lesson. When they heard me say their name, they un-muted and responded quickly. This helped me keep track of those I could not see.

My session was making boats (a kit) and then testing their buoyancy on the water. Some used their bathtub, some a sink, some a pan of water on the table. A few however asked to go outside and use their pool. I told them I needed to see a parent 'wave of acknowledgement' that they knew they were going outside, near the swimming pool.

Parents were happy to oblige and happy I made them ask. It was a fun activity but it went way too quickly and 50 minutes is a long time, when kids are active and then finish quickly. Especially at this age (9 and 10). So I had to come up with something quick. I remembered they had extra supplies (recycling at its best) left over on Monday-Wednesday.

I asked them to go get all those 'leftovers.' Then I asked them to create a boat/flotation device using those materials. It could be a canoe, kayak, pontoon, raft- anything. I had students adding motors, using magnets and other creative designs. They were so excited to design and create a unique floating device and I enjoyed watching them work. It was very cool.

Some of the materials in today's bags somehow were missing (dowels), so I told them to find a toothpick instead. The balloons for the balloon cars were long and skinny and almost impossible to blow up, so students got very frustrated. The teacher of that session came up with other ways to play with the car- a fan or string etc. If students were missing items or things were broken- we got creative and came up with alternatives.

Students felt our positivity and calmed down quickly. It seems like using Zoom would make it impossible to have a rapport with students, but I have found that I am a naturally animated teacher, I just stepped it up a notch and we have created some great connections. When something was missing or broken- I calmed them down and smiled.

I just smiled and said you know what- there are many different cool things you can use- let's think this through together. They liked the one-on-one time, and they found out they are very creative and innovative. With Zoom it is hard to see sometimes what they are doing, but we adjusted angles of camera's and moved on for close-ups. We adapted together.

I think the biggest thing I learned so far this week, was explaining things in very specific ways. Without having them there to get hands on with, words mean everything. You have to slow down and be very clear and succinct on directions. But, I am still learning. I teach 7th graders and they are much faster at grasping the idea- so I have had to work hard, at keeping a slower pace and really connecting with students verbally rather than visually.

I use my hands a lot naturally, so I just found ways to use them more and zoom in close with parts and demo's. It has been a learning experience indeed.

Tomorrow is the last day of summer camp. I look forward to learning all about toys and having some virtual fun play time with these amazing students.