2A: Creating an Environment of Respect and Rapport: Because neither the Kindergarteners', nor Ms. Ales' and I have never experienced Kindergarten by means of an online platform, the last quarter of the school year was spent creating an environment of respect and rapport. This particular environment was new to all of us, resulting in a new set of norms, expectations, and etiquette. I am pleased to note that this group of young citizens quickly proved their capability and progress.
2B: Organizing Physical Space: (I organized my own physical space to guide a movement activity via Zoom video conference.)
There is a deep, intentional culture of learning established throughout TCS, starting in Kindergarten. Transitioning Kindergarten students to the use of an online learning platform was strange and bewildering for all parties involved. There was concern that a culture for learning would be difficult to establish in such a manner. And, it was difficult. But only while parents, students and educators got accustom to the new routine. Once everyone was on board, my CT, and all TSC faculty, maintained high expectations for students, supported by frequent and consistent communication, online resources and full-force efforts to reach NMCCSS, regardless of the setting. These efforts are the same that
Because the "classroom" is now in the home of each student procedures may look different for everyone. However, I find that all procedures follow a routine of some sort. Therefore, my CT and I have created a routine in which all Kindergarten students are invited, and expected to participate in two weekly Zoom video conferences a week, outside of their assigned learning activities. These conferences are not mandatory, as each family is struggling and/or handling this pandemic and quarantine differently, and to the best of their ability. Jumping online at a given time twice a week may not be idea for some families during a strict stay-at-home order. However, in order to maintain some sort of classroom procedure, my CT marks attendance for the students that attend the Zoom conferences. She also expects students to contribute to activities and conversations appropriately, as they would in our traditional classroom. My CT also holds the students accountable for their learning activities, by commenting suggestive feedback and requesting that they complete activities correctly a second time if they did not do so the first.
Student behavior is difficult to manage when there is no physical encounters with students. The type of virtual encounters we have with the Kindergarteners reflects behaviors of excitement, eagerness, and rambunctiousness. This stems from the opportunity to see each other after being apart for so long. Thus, my CT will mute everyone during Zoom activities, to manage noise. But, there is really no "managing" such behavior, as it is expected and appropriate. My CT also stays in constant communication with families, offering online resources- behavioral management research and activity ideas to assist parents in managing their child's behavior at home.