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"content": "\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Millions of U.S. educators are scrambling to replicate the functions of school without an actual school building. One principal's advice is to just \"focus on loving our kids.\"",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed",
"title": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed",
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"content": "\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"title": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9eSVSgf70Uk&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tT9fv_ELbnE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9eSVSgf70Uk'\n title='//www.youtube.com/embed/9eSVSgf70Uk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tT9fv_ELbnE'\n title='//www.youtube.com/embed/tT9fv_ELbnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Spring semester was off to a pretty normal start at Rolling Meadows High School. The school, in a northwest suburb of Chicago, was gearing up for the goodbye rituals of every spring semester: senior prom, end-of-year exams and graduation.\u003c/p>\n\u003cp>Caitlyn Walsh, the school's music teacher, was looking forward to the big choir concert and the spring musical. \"From the fine arts scene we have a lot of end-of-year activities that are very cherished,\" she says.\u003c/p>\n\u003cp>Walsh had worked with this group of students for four years, and knew they were special, a \"really strong senior class.\" So for their spring concert she pulled out all the stops — even ordering custom red T-shirts for the show. When the news broke that all Illinois schools were closed, Walsh and her students were crushed.\u003c/p>\n\u003cp>She was picking up the t-shirts from a friend in her neighborhood when she heard schools were shutting down. And then, she had an epiphany: \"this a-ha moment of, 'You know, why don't we just get something together?' So that way, we can at least honor the concert.\"\u003c/p>\n\u003cp>She told her students to come grab their T-shirts and then send in videos of themselves singing their parts. One of her seniors mixed all the videos together, and the end result sounded like they were all on-stage together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/RMHS_Choir/status/1240803710529409029\u003c/p>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\u003c/p>\n\u003cp>https://youtu.be/eWQfMte7GcE\u003c/p>\n\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/eWQfMte7GcE'\n title='//www.youtube.com/embed/eWQfMte7GcE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"excerpt": "Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off",
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"content": "\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Age-Appropriate Books and Resources for Teaching Kids about COVID-19",
"title": "Six Age-Appropriate Books and Resources for Teaching Kids about COVID-19",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\n\u003cp>https://www.youtube.com/watch?v=xTk_XoNQx5s\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://twitter.com/NPR/status/1236320967871401984\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/xTk_XoNQx5s'\n title='//www.youtube.com/embed/xTk_XoNQx5s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n",
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"excerpt": "There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "14 Tips For Helping Students With Limited Internet Have Distance Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/cultofpedagogy/status/1241533186225704962\u003c/p>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/callmeKi/status/1240876560707506176\u003c/p>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/RachelDonnald/status/1241461300045152256\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/toddstanzione/status/1240429976282902528\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/theantitutor/status/1241093632108593152\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MaryGondringer/status/1241126316965052416\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/teachulearn/status/1240441829666897920\u003c/p>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/KMS_History/status/1241085522644275200\u003c/p>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/ejrdavid/status/1241432028207185920\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n",
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"excerpt": "As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Staying in Touch: Why Kids Need Teachers During Coronavirus School Closings",
"title": "Staying in Touch: Why Kids Need Teachers During Coronavirus School Closings",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/mich12420/status/1240091694768566276\u003c/p>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/guptonfcs_lhs/status/1241078179831394305?s=11\u003c/p>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/McVeyMustang5/status/1241107723724390401\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1240657653161959426\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to providing comfort and continuity, Raff’s communications during the first week of COVID-19 school closure modeled resilience and healthy responses to stress. “Kids learn so much from how adults respond to situations,” she said. “So seeing that we can be there for each other … I’m hoping they can see that I’m trying to respond in joy, not in fear, and that I’m trying to make the world a better place.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"perspectives": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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