Best practices for building community in a remote classroom include:
Be available and accessible. As classroom leaders, teachers set the tone for a sense of community and connection among scholars. Teachers should maintain a sense of belonging by sharing a photo, personal anecdote, or something they find interesting, and providing instructions for scholars to do the same. Teachers should personalize interactions whenever possible by using original video messages, referencing shared experiences from the year to date, and continuing to honor classroom commitments and shared agreements. When scholars are comfortable with their teacher, they are more comfortable learning, participating, and sharing in the learning environment.
Create a communication plan. Teachers should create a communication calendar to let scholars and families know when they will reach out. They should reintroduce themselves to parents, if necessary, and let parents know their availability for questions about the materials shared or their scholar’s learning. Communication is essential to any relationship and these practices reinforce the importance of individual attention and personalized education.
Encourage interaction. Social moments are a fundamental aspect of education. Although this transition can be very challenging, the "classroom without walls" can also provide a chance for scholars to grow as a community in new ways. Teachers can incorporate opportunities for fluid interactions with and between scholars by using Google Classroom, Google Meets, and other platforms for scholars to share ideas, words of encouragement, and strategies for dealing with today's unprecedented challenges as they think of them, and not just during designated "class times."
Adapted from: Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom: Practical Tools for the Online Instructor. Journal of Educators Online, 16(1), n1.
Strategies:
When you gather with scholars, welcome them by name. Show enthusiasm for them having joined you in the virtual space you’ve prepared for them.
Refer to things you already know about your scholars (e.g. family, activities they enjoy).
Describe positive memories of each scholar throughout the school year.
Use “Question” assignment as a discussion boards for scholars to respond to check in questions unrelated to academic content. Create a “Question” for scholars to post to the Friends and Family Board (See Entry and Exit Rituals).
Resources
CPS Remote Learning Guide: Student Check-In Non-Digital Template
CPS Restorative Practices Guide and Toolkit: Build Connections and Community
Strategies:
(Re)set classroom agreements and expectations in remote learning During remote learning we will have 3 classroom expectations school-wide: 1. Be Safe, 2. Be Respectful and 3. Be Responsible. Engage scholars in reflection in an effort to (re)construct or develop what these expectations look like in your classroom environment. Ask questions like, “What does respect look like/sound like/feel like in a google classroom?” or “How do we take responsibility for our own and our classmates’ success while we are learning from home?”
Utilize classroom culture success plan to establish a culture for learning Use the Anticipate, Reinforce, Reflect (ARR) strategy to apply your SEL Goal (Vision) and expectations to each remote activity in which scholars engage. Anticipate Remind scholars of applicable agreements prior to the beginning of an activity. For non-digital resources, list the applicable agreements in the instructions for an assignment. If possible, ask scholars to reflect on how they can apply the class agreements to the activity. Reinforce Model the agreements yourself during an activity. Notice when scholars are meeting expectations, and provide gentle reminders when scholars are not. Reflect Provide scholars with opportunities to reflect independently or as a group on how well they adhered to the agreements during the activity and lessons learned that will help them to stick with them next time.
Make your class SEL Goal (Vision) and expectations visible Include your class agreements in the image you upload to the banner on the main page of your Google Classroom Site or present them as a slide on Hangouts Meet, so that scholars see your SEL Goal (Vision) and expectations each time they log in.
Resources:
Develop Shared Agreements to Guide Interactions
Frameworks Aligned with Social Emotional Learning Goals (This is a working document)
Avoid the Setback of Forgotten SEL Skills with 5 Teaching Tools
Strategies:
Music and rhythm are soothing for the brain. Begin and end each session with a song or create and recite a classroom chant to build community.
Scholars will re-experience some of the same biochemical reactions that occur in "real life" when you virtually do familiar greetings, games, and songs with them. Virtual fist bumps, fingerplays, and clapping games are just a few ways to generate a sense of safety and community among scholars. GoNoodle is a website with activities to engage scholars in movement and mindfulness through music, games, and videos.
Help scholars center themselves in their learning with mindfulness techniques.
Use Google Form to create check in questions that are not related to academic content; take a screenshot of the aggregated results on the “Responses” tab and share with the class.
Create a virtual Friends and Family Board that includes all of the members of the classroom community. At the beginning of each session, take a moment to think positive thoughts about and wish anyone well who was not able to join. Have scholars write words of encouragement for missing classmates, or type out well wishes for younger scholars.
Take a few minutes at the beginning of each class for scholars to share things they're grateful for.
At the end of each session, encourage scholars to make a commitment to put into practice some of the SEL skills they're learning each day, by connecting with family, or when they encounter difficult moments.
Screenshare a Kahoot! or Poll Everywhere to gather student responses to a check in question or brainstorm. A tool like this can be used to gather input on classroom agreements for the remote learning environment.
Resources:
GoNoodle is a website with activities to engage students in movement and mindfulness through music, games, and videos.
Calm Classroom provides a free booklet full of mindfulness exercises.
Strategies:
If your scholars are not able to connect with each other digitally, ask them to share news items (e.g., family news, music or video streaming suggestions) or shout outs during individual check-ins that you can collect and distribute in a regular newsletter or newspaper that contains input from all students.
Resources:
Being of service is one of the most powerful ways to help scholars access the higher centers of their brain. Involve your class in thinking of ways to encourage some of the heroes on the frontlines of this pandemic e.g., by creating a video, writing letters, or making cards that can be shared with first responders and essential workers through company contacts and social media. Consider choosing a different group and/or organization each week.
Resources:
Note: Must register for free at consciousdiscipline.com to access most Conscious Discipline resources
Conscious Discipline Caring Connections Calendar in English and Spanish: 32 ideas that can be incorporated into learning time, or encourage students to try them at home.