A remote teacher is not an aunt with a colorless face, untidy hair and a dressing gown

A remote teacher is not an aunt with a colorless face, untidy hair and a dressing gown

And, as we can see, there is an effect. That is, it is a matter of time to implement this technology into the structure of the college.

– What prospects for the development of the institution of mentoring do you see in our country?

– Already today we have the WorldSkills Russia movement, which is supported by the Agency for Strategic Initiatives, conditions have been created for the development of this institution, its new directions and components (including, first of all, mentoring). A regulatory framework has also been created, which is supported by the state. The next step is to describe mentoring technologies for further large-scale replication in the country.

Maria Kaluzhskaya, Deputy Director of Gymnasium No. 210 in Yekaterinburg, Candidate of Political Science

The Russian school is forced to move to the distance. Rather, this transition is just beginning, and without any zebras and road signs. Some bravely stride forward, others crumple on the sidelines and wait for the pioneers to return and my michigan hero essay contest help others. Or they will hang up. 

A lot has already been said about technologies, enough instructions and useful tips have been given. However, the main thing is often overlooked behind the technical details: it is the school that should go to the distance, as a special institution and the notorious « second home », in which our children not only studied, but also communicated, made friends, competed, quarreled and reconciled, made mistakes and tested life for strength. So that in the end you get not a mechanical amount of tutoring services for mastering various subjects and preparing for exams, but a holistic educational program. Synergy of efforts of creative and caring people.  

In addition, the transition situation exposed the eternal school problem: who is responsible for the outcome of education? In live offline interaction, it always turned out that the teacher was asked by both the parents and the state. The owner of the process (lesson) is he, albeit with varying degrees of success: everyone who comes to the lesson can be controlled. And what about the distance? There are already a lot of tales on the Web about how children display recordings with their attentive faces on screens, while they themselves play on tablets. Or they troll each other in chats, and no teacher can tell them. It turns out that the responsibility is divided – now everyone is on their side of the screen.  

The main thing is not to fall into a stupor: how can that be? .. the quality of knowledge will fall, preparation for exams is not easy! .. The way out of the situation is to conclude a contract (or adopt a code) with fixing areas of responsibility, goals, current tasks and the consequences of their failure. The contract should be threefold: our experimental model includes parents who also need to clearly understand the horizon of the school’s capabilities, their powers and risks. Agreements, rules, life hacks and unifying techniques will help us survive the time of force majeure.  

And we will jump over this abyss, even if in a few steps! The main thing is to preserve and broadcast the school way of life, the values ​​of the school as a « higher authority » that has not gone anywhere, takes care of children, is present in their lives (not for control and prodding, but to support and create a sense of community). The longer the quarantine lasts – especially in the regime of strict self-isolation, the stronger the need for communication, discussion of what is happening, the exchange of impressions and emotions will manifest. With what joy, after the experience of long isolation, we will all return to class! 

Here are some simple life hacks that will help us stay as educators when we go on distance. 

First, make a decision: what do you want?  

– More often to conduct classes online (in Zoom or Google Meet) or communicate with students through educational videos, smart apps, tests, etc.? What percentage do you choose? (It should be borne in mind that it will not be possible to mechanically transfer your schedule to the distance – you still have to supplement it online offline.) 

– To present mainly the subject content or to expand knowledge about the world and the person, to react flexibly, relying on hot information? 

– Adhere to the principle of a reasonable minimum (one platform – one or two tools, it works – and thank God) or master all the new possibilities of distance education?  

– Dictate the terms of communication or delegate the rights of moderation and technical support to children? 

– Communicate as an option (as far as the program allows) or creatively use the possibilities of a wide range of network communications (social networks, for example)? 

In any case, your choice is justified, it is now the best and suits your personal capabilities. 

Now, in fact, life hacks for those who also believe that distance school is not just a sum of technologies. 

1. Before going on air, create a positive work attitude. Write (by hand) with a bright marker on sheet A4 the main message of your lesson, put / hang it in a prominent place. Close your eyes and think about what exactly (what charge) you are ready to carry to your students / listeners. Smile to yourself and say the magic starting word (for everyone it is different: “Let’s go!”, “Go!”, “I can do it”, etc.). 

2. Work on the image! A remote teacher is not an aunt with a colorless face, unkempt hair and a dressing gown. The Internet environment gives new possibilities: load different backgrounds, add accessories like a hat, use funny avatars, create helper heroes. A bright toy in the hands of a teacher (with which one can argue, consult in difficult cases, etc.) or an energetic « gif » on the screen, instantly drawing attention, will help to attract the attention of younger students. 

3. Begin the session with rapport (making contact). Conduct a simple roll call in the chat, ask an interesting question, organize a movement exercise, etc. It will be great if you and the students start your own greeting rituals, come up with special signals (memes, stickers) to exchange moods, etc. 

4. Discuss with the students the code of conduct in distance learning: separately during online communication (for example, when to turn the microphones on and off, what does it mean to raise your hand, what you can and cannot write in the general chat, etc.) and offline learning (what is the deadline for assignments, is it possible to choose a different volume and level of difficulty, how a student can participate in the assessment procedure, etc.). Post the code for public review and discussion, and then conduct an open vote. Corrections are welcome! 

5. Provide regular feedback – both general (for the whole class / group) and personal calls (private comments in chats, discussion of completed assignments, etc.). Praises and remarks at a distance are a separate song. Remember: we do not assess the child himself, we do not formulate our attitude towards him – such as « lazy », « brake » or even « clever ». We evaluate only specific actions: how the task was done, the test was completed, a creative product was created (quality, pace, amount of effort, degree of interest). We rely on facts, avoid interpretations. In the group communication mode, we organize mutual support, counseling, conduct surveys, create additional reasons for communication between different children – in pairs, groups, project teams. We remind you that they are a class, we set common goals and come up with indicators that take into account the total pace of work, the results of work in groups, etc. 

6. Take short breaks « for a cookie » (children will still drag sweets to the monitor – it is better not to let the process go by itself, but allocate 3-5 minutes for a snack, by the way, at this time you can continue communication in the genre of free discussion), for dynamic pause – warm-up or dance at the screen. We advise you to entrust the preparation of these pauses to the students themselves: let them select music, compose a set of useful exercises or prepare a short « news release ». Here is the solution to the problem of classroom duty: the attendants call roll-call, choose the topic of the day, are responsible for good news and dynamic pauses.  

7. In addition to filling in the pauses, students can be given some of the reins of control of the digital environment, especially if the teacher is not very confident in it. Assign an administrator and assistants to send mailings, provide recordings, create clips, explain to the whole class how to attach videos to an assignment, or insert backgrounds in Zoom. Let your students feel digital superiority over you – in the end, your authority will only grow! In addition, you will see how some « tough nuts » will open from a new side and will soon become your indispensable helpers. 

8. Be sure to use resources that are of real interest to the children. Let them look for examples of English dialogues in Netflix series, write scripts for themed games, go through project quests and creative marathons, post memes on Instagram … You can start small: organize a relay race of publications with the hashtag # ringedworm or #socratforever.