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Ms. Azurmendi’s Classroom Edit display name

  • Janes Elementary School
  • Racine, WI
  • Nearly all students from low‑income households

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I will use the monitor to divide my students into two groups. These two groups participate daily in two different google meets. Once a week, they are pulled individually into a third google meet created for assessment. These two groups alternate face-to-face lessons and independent e-learning in a two-weeks schedule. With two screens, I will monitor both groups simultaneously without missing any opportunity to assist or help the group that is working independently on e-learning. My face-to-face lessons include sharing material, the projection of material with a document camera, and collaboration through electronic documents or extension, for example, Jamboard. Students enjoy--especially this last one-- because they can manipulate cards or other material to show their understanding. Then we have the weekly assessment day. During this day, I have three simultaneous google meets. This third meet is for pulling students individually to monitor growth. During this process, I share a text with the student and use a second monitor to enter the scores into the assessment system while the student is reading. This process creates the web-based data that determines the student's response to intervention. Students feel supported and safe when they notice I am responsive to their body language --gestures, postures, and expressions that I observe. So, when they are working independently, I let them know that they are doing a great job or ask if everything is okay, so they perceive I am there for them.

About my class

I will use the monitor to divide my students into two groups. These two groups participate daily in two different google meets. Once a week, they are pulled individually into a third google meet created for assessment. These two groups alternate face-to-face lessons and independent e-learning in a two-weeks schedule. With two screens, I will monitor both groups simultaneously without missing any opportunity to assist or help the group that is working independently on e-learning. My face-to-face lessons include sharing material, the projection of material with a document camera, and collaboration through electronic documents or extension, for example, Jamboard. Students enjoy--especially this last one-- because they can manipulate cards or other material to show their understanding. Then we have the weekly assessment day. During this day, I have three simultaneous google meets. This third meet is for pulling students individually to monitor growth. During this process, I share a text with the student and use a second monitor to enter the scores into the assessment system while the student is reading. This process creates the web-based data that determines the student's response to intervention. Students feel supported and safe when they notice I am responsive to their body language --gestures, postures, and expressions that I observe. So, when they are working independently, I let them know that they are doing a great job or ask if everything is okay, so they perceive I am there for them.

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