My Humbling Experiences in Virtual Learning: Takeaway #2
Continuing with my series on adventures (and occasional misadventures) in my virtual HS classes…
Takeaway #2→ Starting class with a little whimsy goes a long way
Now, more than ever, my students have appreciated the time we take to connect on a personal basis and to welcome a little additional whimsy into class. My students are spending more time on their computers, sitting down, and napping than ever before, and this can take a toll on their energy levels and general engagement. Taking just 5 minutes at the beginning of class to engage with one another, before diving into content, has been crucial in lifting spirits, bringing out more smiles, and creating a more collaborative and engaging class experience. I tried several things that did not work well:
Asking for volunteers to share at 8 am (*crickets*)
Not giving them my own example first
But, I have also tried many different things for a fun start to the class that have worked quite well. Here are some of my favorites.
Fun fact attendance: Having each student respond to a fun prompt as we go through the class list. What is your favorite flavor of ice cream or pizza topping? What was the best movie you have seen in the last month? These allow me to get to know my students a little more, but the questions also get the kids connecting and laughing. I just binge-watched Itaewon Class, too! Your favorite flavor of ice cream is tomato?!
Stretch breaks: Asking students to move around before settling into class, which has been particularly useful during 1st period or after a long lunch break. I ask students to get out of their chairs and move around their space for a while. I have recently recruited my cats to be unwilling models in leading the students through stretches. The kids have liked that. The cats… less so.
Show and tell: Asking students to participate in a quick elementary-school-style show and tell with an object in their homes that has an interesting story behind it. This has been a great chance to get to know a little more about my students’ experiences and has yielded some very fun and unexpected results. I sometimes ask that these objects come from a different room in their homes to get more movement and to keep things fresh.
Doodles: Giving students 60 seconds to doodle an important piece of information from the previous class (ex: an event from the story, or the meaning of a new vocabulary word). This gets my students off-screen for at least a minute, allows us to giggle a little at our mutual struggles in drawing-under-pressure, and serves double-duty as a good priming exercise to get class started.
Whenever I am running low on ideas, I turn to my colleagues and students for help. One week might be sign-ups for students to choose the fun fact of the day (running their ideas through me, first). My friends who teach in elementary school have been quite helpful, offering ideas for topics from their morning meetings with their students.
Taking these 5 minutes to laugh, relax, and connect has consistently resulted in a more enjoyable and engaged class. We are reminded that we are happy to be in this class, together, and this makes us all the more primed to learn.
