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Tag: virtual school (page 1 of 3)

VS – Building Community with Pet Introductions :)

A teacher in Arlington County Public Schools is jumping right into the importance of building community and connections. The students are doing a show and tell via their video platform to introduce either a pet or a plant to their classmates. What a fun and light way to support the social and emotional needs of students isolated in their homes.

With all of my posts so far being from the perspective of elementary school, we know that MS and HS advisory are similar to the elementary morning meeting. I hope that virtual schools around the world are hyper-focused on building community through morning meetings, advisory, or whatever mechanism they have to support students in smaller groups.

And thanks for the share, Margaret!

Photo by Don Agnello on Unsplash

Repost: Snowmageddon and Virtual School Preparation

I was just reading an editorial in the Washington Post about the need for schools to really ramp up for virtual school, especially in places like Virginia where schools are closed for the remainder of the semester. The editorial board made mention of our current circumstances going way beyond the usual closure due to weather events like snowstorms. The mention of snow and virtual school reminded me of when I worked in a Fairfax County, VA school and a blog post that I wrote about a huge snowstorm that was headed our way and the importance of preparation to provide virtual learning. In rereading the post, I can see that many of the points are relevant to today. So here is the link to the post with the hope that it might provide some helpful tips.

As for other resources, do check out the Shifting Our Schools podcast where Jeff Utecht is providing a series of shows on virtual learning. I did go back into the archive to see if we previously did a specific show on virtual school but we never did.

VS- Tone and Pace

One of the teachers at my school eloquently framed the next phase of our virtual school. He said, “It comes down to tone and pace”.  The pace is a pretty straightforward term. The tone in my mind deals with the intricacies of the very human aspect of virtual school.

Going forward we will need to hit the pause button from time to time to reflect on where we are and where we are going. We will need to gather information from our stakeholders as to their needs while realistically acknowledging what we can provide for them.

Something tells me that academics in their current form will not be a the top of the needs list. What comes to mind within the tone we set is how we nurture our collective well-being while sustaining a viable and quality learning program for potentially two more months of virtual school. Thus it is important for school leaders not to think in binary terms. There is a continuum of pace and tone that a nimble school can move along based on the needs of the stakeholders and the teacher providers.

This can be seen for example by pivoting more to a focus on one subject area (going deeper) at a time by giving longer-term projects possibly building in opportunities for collaboration (community building) with students not turning in assignments on a daily basis. The normal teaching of literacies would slow down in pace.

A secondary theme might be to further embed the character strengths into the curriculum giving students and teachers opportunities to recharge by engaging with Positive Psychology. Gratitude would be a prime strength example by offering activities to help everyone engage in feelings of appreciation and celebration which we know supports well-being. We also know that supporting students with their SEL furthers their self-understanding continuing the idea of going deeper in their learning.

This shift eases the pace while changing the tone to support more of a culture of thinking as opposed to one of constantly doing which can mean less time for reflection and deeper understanding.

VS – Parenting

I previously posted some strategies to support children during COVID-19 on my school’s wellness blog. Now with so many parents at home with their children, here is an article that really goes in-depth with parenting strategies. It is not aimed at parenting during a crisis. The strategies are for general parenting from the role of coaching one’s children. I cannot recommend it enough as it includes a section on emotion coaching which is a mainstay in the parenting workshops at my school.

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VS – Weekly Planner Grade 3

The grade 3 team splits up the curriculum writing and shares out a central planner with their students. You will notice the term “packet”. We started VS going fully digital. With the big shift from face-to-face to virtual learning, some of our parents asked for paper lessons when possible. The spatial difficulty of trying to find SeeSaw posts, Google Docs, etc. was a little too much compared to having paper copies to work through. We then began a bi-monthly packet pick up at the front of our school. Interestingly enough, as we move further into VS with the government-mandated social distancing, we might not be able to print and hand off copies in person as we did previously. But as our students and parents are now VS veterans, I think they will be able to handle the shift back to fully digital lessons.

Lesson Learned 1- I really appreciate that the team has the wellness component of supporting a growth mindset embedded into their planner. A growth mindset was already a part of the grade 3 culture due to the leadership of Patrick O’Donnell so it was easy to continue the lessons virtually. If it was up to me, I would have wellness as a listed area of study for every grade level in their weekly planners. And as stated previously, I know just the fella to help to co-design the lessons and activities. 🙂

Lesson Learned 2– This application of applying distributed expertise to divide up the work and communicate through one channel is what we did at HKIS during SARS in 2003. I think it is one way to be more efficient and productive while also facing the reality that virtual school can last a long time. As noted previously, fatigue sets in without the daily energy provided by face-to-face teaching.

Note the category of “Super Unit” down the left side of the last table. Super unit is our term for an interdisciplinary unit of study. My additional lesson learned is that virtual school doesn’t mean one gives up on collaborative, PBL, and concept-based learning. You just need to really design the heck out of it just as Mark did with the eBook and I suspect the diorama video mentioned below. I am a real believer in designing and publishing the unit of study project in a web module for easy access by students and parents. It also gives them one place to access all the directions and resources. Some of you might be thinking about how WebQuests fit this description. I could not agree more. 🙂

Thanks, grade 3 team for sharing some of your creativity!

 

VS Handbook – Post #3

Community Mental Health Resources

Several of my VS posts hit on the obvious importance of providing students, staff and parents with science-based information from trained professionals to assist with individual, team and family well-being. Our approach has been to share through our school wellness blog a balance of information in being proactive engaging with Positive Psychology while also providing strategies in dealing with anxiety, stress and the effects of isolation.

An additional component of our Virtual School Handbook is to provide community mental health resources. To give you an example of what a letter or blog post could look like, here is a letter to our staff from our school psychologist. I did not include some of the resources that only pertain to our locality.

Dear colleagues,

Catriona has asked me to share some important information with you. This email is intended for faculty and staff members who have concerns for the mental health of themselves or others. It includes:

  1. Information and basic education on mental health conditions
  2. A link and directions for an evidence-based checklist to privately screen your own risk for a mental health condition
  3. A list of internal and external resources for you to receive consultation and/or treatment

For all staff – remember to bookmark the Wellness Blog for helpful information, tips, and strategies. Our counseling department is also available to offer coaching and guidance for any concerns – large or small.

Mental Health Screening for Adults

We speak often about taking care of ourselves, particularly during difficult times. We know that clean eating, regular exercise, and quality sleep, are vital to our physical health and functioning. We understand the physical symptoms and, in most cases, we know what to do about them or, at least, where to get help.

We talk less frequently about mental health.

Let me start by saying yes, taking care of our bodies undoubtedly helps with our mood and other facets of cognition, however sometimes we can take every precaution (just like with our physical health) and still get sick. Globally, it is estimated that one in seven adults currently have one or more substance abuse or mental health disorders, and one in four adults will be affected by mental or neurological disorders at some point in their lives. Episodes of major depression and anxiety episodes have been shown to affect over half the population in the Western hemisphere at some point in their lives.

So with that said, how do we know whether we are experiencing “normal” levels of stress/anxiety/sadness or if we are at real risk of developing a mental health condition?

The National Institute of Mental Health (NIMH) partnered with a number of experts to develop the M3 Checklist, a 27-question assessment of mood and anxiety symptoms that can be indicative of four common mental health conditions: anxiety disorders, bipolar disorder, depression and post-traumatic stress disorder (PTSD). The checklist is nationally-recognized (US), peer-reviewed and clinically validated* (see below for notes). Some possible questions and answers:

  • Is the checklist private?

Yes. It is located on a secure web-based platform and does not ask for any identifying information.

  • Is there anything I need in order to complete it?

No, but it is recommended that you complete mental health-related checklists after eating a meal and feeling relatively alert.

  • What does the score mean?

This checklist should not be used as a diagnosis. The score indicates the degree that you are at risk of developing a mental health condition. A higher score (above 32) may encourage you to make personal changes or consult with a mental health professional.

  • Isn’t the use of terms like “Bipolar” and “PTSD” a little extreme?

Mentioning physical health terms, such as cardiovascular disease or cancer, often causes discomfort, yet it is important that we continue to screen for them. Becoming more knowledgeable (“learn it”) and familiar with mental health-related vocabulary is also likely to help in reducing the stigma and fear associated with mental disorders and conditions.

  • What if I don’t think I need to do this checklist?

Fantastic! Consider doing it anyway and learning some more about mental health so that you can best support those around you.

  • My score indicates that I could be at risk. What can I do?

If you obtain a score that is moderate or higher, this could be an indication that you would benefit from internal or external treatment and support. See below for these resources.

Internal supports – school counselors and psychologist

Our school team has various levels of mental health training, however this may be a good first step to take to discuss your difficulties, consider a treatment plan, and/or decide to make an appointment with an outside provider. All discussions with the counseling department are confidential unless there is a suspicion of harm.

External supports – medical doctors, therapists, psychologists, psychiatrists

  1. An initial consultation with your medical doctor may be an appropriate first step, however keep in mind that qualified mental health doctors are rare and, in some cases, doctors will simply prescribe medication, which may help with symptoms, but may not address the underlying condition. Providing a copy of your M3 checklist results will assist the specialist during the initial consultation.
  2. Therapists and psychologists are available for direct booking. I have created a list of established providers in HCMC where you can review qualifications, approaches to therapy, and contact information. Remember to bring your M3 checklist results to your initial appointment.
  3. Virtual resources include www.therapysolutionsabroad.com and https://truman-group.com/. They both specialize in mental health support for expatriates, however we cannot vouch for the individual quality of the services.

We hope that completing the M3 Checklist will help to better inform you of your current mental health. Besides this, there are many small but effective practices that can maximize your mental wellbeing; many of which can also be found in our Wellness blog. Don’t hesitate to speak with a counselor or myself – we are here to help!

 

* Gaynes BN, et al. Feasibility and Diagnostic Validity of the M-3 Checklist: A Brief, Self-Rated Screen for Depressive, Bipolar, Anxiety, and Post-Traumatic Stress Disorders in Primary Care. Ann Fam Med 2010;8:160-169.doi:10.1370/afm.1092.

VS – Weekly Planner Grade 5

The previous post shared daily organizational tips. This one is about the broader weekly planner. Our students and parents need a central document that shows the big picture. In the case of our grade 5 teachers, they put out a weekly planner via Google Docs. Students can scroll through all the weeks of assignments in one place.

Our teachers also go the extra step with students who fall behind by providing them with individual checklists of incomplete work.

Lesson Learned – Differentiation continues in VS. Do scroll down to the last insert to notice the listing of the books A Bird On Water and Chomp with their Google Meet times and reading expectations. Our teachers are providing differentiated reading instruction through virtual groups. Our English as an Additional Language (EAL) teachers provides a lot of support for our mostly EAL population.

And thanks to Ken for sharing his work here with the greater community!

VS- Lots of Organization Designed into Communication

A common delivery theme across all the grade levels at m school is the packaging of assignments with very clear directions and checklists. The teachers get one shot in their communication to bring about the most understanding. If they fail to some degree, they receive a barrage of questions. Design literacy to fluency is pretty important in our virtual teaching toolkits.

Here are two communication samples from the fifth grade. Notice the first graphic has the agenda for March 20th and on the left side is the longer-term checklist for March 27. Also notice in the second graphic how Ken started adding a daily BIG FOCUS to help his students prioritize their actions. Both were sent to students via SeeSaw.

Lessons learned– The first week or so of virtual school is similar to starting the regular school year. You are introducing the structures, protocols, and systems of how your class will operate. The plus is that your students will be able to engage their growth mindsets and ramp up their self-direction and organizational skills. We talk a lot about guiding students to be more independent. Virtual school offers this opportunity.

The negative is that the students are sitting at home in front of a machine that can distract them every which way possible. Connecting to parents/caregivers to help with this process is huge. With so many parents staying home around the world, this is another opportunity we hope for parent engagement in the learning of their children.

Be ready to be patient as you help guide your two sets of learners (i.e., students and parents) to be problem-solvers.

 

 

VS Handbook – Post #2

Balancing Grace, Support, and Expectations

I have written about the importance of communicating to parents to what degree virtual school counts. At my school from day one, virtual school counted. This decision now eight weeks into virtual school has served us well as a community. We have 100% participation in grades 3-5 and a high degree of engagement from our younger students and their parents.

Our administration from the start set up a series of support steps to reach out to non-participating families to find ways to help bring them along while also communicating the importance of participation. The following handbook excerpts list the series of individuals who contact families. We keep a spreadsheet with student names, parent contact information, dates of contact by whom, and documentation of student/family engagement.

Lesson – We are very fortunate as an international school to have families who have internet access and school-provided computing devices. I cannot begin to fathom the equity issues and lack of resources that many public school families have in the US. My takeaway from virtual school in Hong Kong to now in Vietnam is that our students and families need the routines and social connectivity that school provides. In the case of international schools, if virtual school is not mandatory, it becomes very difficult to try and make up for lost learning time during the summer session. So many of our families need to return to their home countries. And with our current circumstances, we do not know if summer sessions are even a possibility.

 

Virtual School – Happy Hour

I have written a lot about supporting the wellness of one’s school community. Social distancing can make this difficult so look to use technology to build community. A wonderful example at my school is taking place this afternoon with high school teachers “hosting” a virtual happy hour. 🙂

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