The move to online and distance learning has been a rollercoaster ride of emotions, feelings, and actions. I have simultaneously felt like I am not doing enough, and then in another moment, I am trying to tackle all of the things to make myself feel better, more productive. I am asking myself,

“Are you reading enough?”

“Are you writing enough?”

“Are you thinking enough about what matters? The work that has to be done when we go back?”

“Are you sleeping?”

All of these are check-ins with normal routines and behavior. However, we aren’t in a normal routine or behavior mode. This is something different. I have noticed that many of my first reactions to emails, news feeds, blog posts, and videos about distance learning come with “knee-jerk” reactions that make me feel well,...like a jerk. I started last week working purposefully to get myself out of negative reactions immediately, and then focus on the positive aspects of all situations.

During the course of the past month, I have watched other teachers and people in education take on distance learning with full force. What teachers are doing is powerful. The expectations and protocols to move online and the variances from district-to-district are also stifling. Some are being asked to do too much, other teachers not as much. The moral compass of all of this begs the question, what is right in all of this? My answer would be whatever is best for children and creates a positive response in both you and your online classroom. This blog post outlines how to use your journal to shift to positivity, and it uses many negative reactions as writing prompts to get you thinking about your own mindset.

Sometimes we need to make our own positivity.

I went back and forth on creating this remote learning document and sending it out to families. I feel that students deserve to have time off with their families, but I also knew that a month away during the school year was an extensive amount of time to miss. What a time we are living in right now. Coronavirus or COVID-19 has taken the country by storm and in attempts to “flatten the curve,” schools have shut down. My own district is out for a month, including one week of spring break. It seems like everywhere I look people are posting ideas for online learning and remote learning. While I know that many of my families struggle with access to technology, many of my families do have resources and materials available. Even if this is in the form of a mobile phone or device. I finally came to the decision that if even if some of my students find these resources useful, I would be glad I put the list together. I wanted to send out a hyperdoc with links to valuable resources that can help allow learning to happen (or at least attempt to) while we are away. This whole issue brings up so many reflections.

As educators, what are we supposed to be taking away from this moment?

What flaws in the system are now clear when our buildings shut down?

What limitations are not being addressed that allow our children to learn when our buildings are up and running?

I am proud that my district will offer food drops, but nothing can replace the routine, the classroom, the learning, the engagement, and the opportunities. The inspiration for this post came from Jennifer Gonzalez from the Cult of Pedagogy and her post titled “How HyperDocs Can Transform Your Teaching.” It made the most sense to offer a hyperdoc that linked to valuable resources. This post will outline my letter to families, a suggested schedule, and 20+ strategies to reach online learners through remote systems.