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Ms. Strong’s Classroom Edit display name

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The major effect of COVID-19 in my classroom has been to significantly widen the range of skill levels among my students. Students with 25-50% absences over the last two years need intense classroom support to acquire missing prerequisite skills, restore confidence, and deal with the anxiety of trauma and uncertainty. In order to meet their needs, my classroom has to be adaptable and efficient. Students' educational experiences with COVID-19 have been widely varied, and so the need for differentiated instruction has never been greater. Currently, my classroom has whiteboards on only one wall, and instruction is almost exclusively focused in that direction. My co-teacher and I have to share the same space when teaching different groups. And when we are joined by a paraprofessional for interventions, the situation becomes more ridiculous. For groups of 6-8 students, handheld whiteboards are too small and can't be seen by everyone simultaneously. Additional large whiteboards facing different directions would allow us to better focus student attention on the work at hand, not on what other groups are doing. It also gives more chances for students to write on the whiteboards themselves, which has several benefits. Gross motor movement (getting out of their chair and going to the whiteboard) resets their attention span; students are more engaged by writing on the whiteboard than on scratch paper; students can collaborate on their work more easily when everyone can see what they've written. Long a problem in a math classroom, COVID-19 has magnified anxiety for so many students. Teachers at our school have tried several "flexible seating" options, and one of the favorites is "bouncy bands." They are clean, quiet, and inobtrusive. The only drawback is that they are difficult to move from desk to desk, so the 10 I currently have available are not enough.

About my class

The major effect of COVID-19 in my classroom has been to significantly widen the range of skill levels among my students. Students with 25-50% absences over the last two years need intense classroom support to acquire missing prerequisite skills, restore confidence, and deal with the anxiety of trauma and uncertainty. In order to meet their needs, my classroom has to be adaptable and efficient. Students' educational experiences with COVID-19 have been widely varied, and so the need for differentiated instruction has never been greater. Currently, my classroom has whiteboards on only one wall, and instruction is almost exclusively focused in that direction. My co-teacher and I have to share the same space when teaching different groups. And when we are joined by a paraprofessional for interventions, the situation becomes more ridiculous. For groups of 6-8 students, handheld whiteboards are too small and can't be seen by everyone simultaneously. Additional large whiteboards facing different directions would allow us to better focus student attention on the work at hand, not on what other groups are doing. It also gives more chances for students to write on the whiteboards themselves, which has several benefits. Gross motor movement (getting out of their chair and going to the whiteboard) resets their attention span; students are more engaged by writing on the whiteboard than on scratch paper; students can collaborate on their work more easily when everyone can see what they've written. Long a problem in a math classroom, COVID-19 has magnified anxiety for so many students. Teachers at our school have tried several "flexible seating" options, and one of the favorites is "bouncy bands." They are clean, quiet, and inobtrusive. The only drawback is that they are difficult to move from desk to desk, so the 10 I currently have available are not enough.

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About my class

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