Question of Motivation in the Virtual Environment

“I failed her.” Several parents referenced their child’s progress during virtual schooling as a disaster or failure. Yet, where are the research based parenting experts on this issue?-They are trying to figure this out as they go, just like the rest of us.

In the meantime resources do exist related to online and virtual learning, much of which is without the added uncertainty of COVID issues. The University of Michigan produced a study that looked at motivational factors for different age groups of learners. This study did take into account factors related to the initial shut down in the spring of 2020, which many called emergency remote learning rather than virtual or online.

According to this study, the motivation for elementary aged learners is related to privileges and freedoms. Examples include free time on a tablet, tv time, going outside or other freetime options. If this type of motivator works for your child, then things like rewards for task completion would probably work well. If you get your math done before lunch then you can take 20 minutes to call a friend. This is where If/Then statements are handy. I would be very precise in the expectation. For example:

“Tommy, if you can show me that you completed all of your math and reading assignments for today, we can make brownies for dessert.”

“Sarah, if you show me that you have completed all of the missing work for Science, then I will return the cord to the playstation.”

The same study identified different factors for middle school learners. Academic pressure motivates this group better than rewards and privileges. Since children of this age strive to show independence and desire responsibilities the added pressure to meet those expectations seems to be a good tool. For instance, knowing that in order to get a good grade, then these tasks need to be finished. Perhaps, language like you have to be able to do this to be ready for high school. From my own experience, I believe that privileges still play a role in a middle schooler, but they may be best moved to action by these sorts of influences.

Finally, high schoolers, according to the same study, respond most favorably to positive relationships. When teachers take time to speak to your child individually, he or she will likely respond with better enthusiasm. Knowing the student load of most high school teachers, it is not reasonable to expect it on a weekly basis. However, I would suggest trying to create a bond with at least one teacher or mentor will help with motivation. Another avenue would be to encourage another trusted adult to check in with him or her on a regular basis. This could be a coach, a neighbor, or a family friend.

On the other hand this group can still be motivated by both pressure and incentives. Pressure certainly comes from “What are you going to do after high school?” and other well-intentioned questions. Or it could come from a need for certain grades in order to be accepted into a desired post-secondary institution. Additionally, other learners are motivated by wanting to get a job or be able to make choices for themselves.

The three ideas of privileges, pressure, and personal touches provide motivation for many learners.

Until next time, keep trying and best wishes-Michelle

November 15, 2020November 15, 2020

Avoid Procrastination in Virtual Learning with These Tips

“Procrastination is the cause and solution to all things!” I created this saying to express how to deal with the common stressors in life. Yet it is so very true. Why am I stressed today? I put off doing the important things yesterday? How do I get out of stressing today? Hm…I’ll do it tomorrow. I find myself frequently faced with this sort of challenge until I am backed against a deadline. Then, watch out…productiveness occurs! Successful virtual learners break this cycle to increase productivity.

As a teacher, I see two types of students. The first likes to get all of his or her work immediately completed and turned. For instance, I teach a class that has once a week assignments. A vast majority of students turn the assignment in a day or two.

However, the other group needs almost daily reminders about upcoming and late assignments. The focus of this post belongs to the PROCRASTINATORS. The following tips could help break the procrastination cycle.

The Why

Think about the last time procrastination reared its ugly head. Some of the most likely culprits include disliking the task, not feeling confident with how to do the task, a desire to do something different or need to relax. Track your thought patterns for one week. Finding the “why” helps to determine your next steps. Revisit this after tracking your thoughts for a week to better approach your virtual learning tasks.

Disliking the task

As a teacher I dislike grading papers. I enjoy reading the responses that my students give me, but I don’t like assigning grades. I realize that many students attach a high level of self-worth to grades, creating high levels of anxiety and stress. I do not like to feel like I am responsible for this stress. Yet, I also realize that by not grading papers in a timely manner, I also contribute to stress that students feel. So, I generally force myself to grade papers at least once a week. I do it all at once, like ripping off a band-aid. The frequency of this action depends on the nature of the task.

I suggest for this type of procrastination to pick a time once a day or so to do the undesired tasks at once.

Lack of Confidence

As a special education teacher, I find this procrastination point to be the most poignant. I know students that spend a large amount of time researching things like “fully explain your logic.” What exactly does this mean? What does it mean for this teacher? What level of explaining do I need to do?

Then students plunge into the rabbit hole. They complete a Google search for the topic. Then, spend the next hour reading through other responses deciding which one is like theirs. Or, the unthinkable happens…something distracts them. When distraction is just a click away, this happens very frequently. Finally, something jolts them back to the task at hand and they are no closer to “fully explaining your logic.”

My suggestion to support this procrastination tactic is to use a technique called three then me. Ask the student to reach out to three supports and then contact the teacher. Start with a friend or two in the class. Phone/text/email someone in the class and ask, “How did you answer?” If this does not help, ask a trusted adult. Finally, ask the teacher. This process accomplishes a couple of things. Not only does this offer a way to understand the problem, it helps to build and continue relationships with peers.

Doing Something Different

This is a hard one. I could go high-handed and say “It’s called work, not happy play time.” But in a virtual setting many students struggle with this procrastination idea. Students find so many distractors; some are even positive. Perhaps a sibling needs help on his or her work. Maybe grandma wants to spend some time. The grass needs to be mowed. Netflix has a new show. I will check to see what my friends posted on Instagram. Many more exist.

A schedule offers the best solution. Decide the night before to dedicate at least 5 hours of the next day to doing school work. I would suggest doing it first, but realistically any 5 hours would be a great start.

Think about getting up an hour sooner than you normally do. Schedule your time and go through the resources here. What needs to be done by the end of today? What do I need to finish from the day before? Then schedule it out. Most high school students can focus for 20-30 minutes at a time. Then take a break. I like to set a 20 minute timer and tell myself that I cannot get distracted until it goes off. Then, I set a break timer for 10 minutes of doing something else, preferably to get up and move. Then, set another 20 minute work timer, adjusting for age and ability.

Need to Relax

The need to relax frequently overlaps with the previous topic. I find myself using distractions like social media to “relax.” However, the motivation to offer yourself a time to relax is slightly different. I believe that this goes back to the need to relieve stress and to feel free of the burdens of school and life.

The difference lies in how to approach this. When I worked in my doctoral program, a friend of mine in the classes suggested to “Eat a Frog.” A search of this topic brings up millions of hits on how to avoid procrastination. The idea is to do the thing you don’t want to do first. As I am writing this blog I have been distracted by music, social media, the desire to have another cup of tea, the thought of laundry and other cleaning, and my pets. Yet, even with minor setbacks, I am writing this. I know that my sleeping husband and children will wake soon and my writing focus will be shot for the day. Experience tells me this is the only time I will choose to work today.

So, I am eating my frog. I am writing this blog. Much the same with virtual learning. Pick out the task that you would really prefer to avoid and do it first. This gives you a sense of accomplishment and the other items will be less tedious, perhaps even enjoyable. Without that undesired task looming overhead, productivity will increase, anxiety will decrease, and the five hours of time scheduled for school work may be more than you need.

Procrastination is the cause and solution to all things, but you are stronger than the desire to avoid work. And if you need support or someone to help motivate you to keep going, reach out to be added to my email list and receive information on services I offer to support virtual learning.

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November 10, 2020November 10, 2020

Decrease Stress for Virtual High School Learners

When older students take charge of their education, a schedule becomes very important. At the beginning of the day and the end of the day take time to plan the next learning session’s activities. The morning check will look for the items that need to be completed in the day. Many teachers utilize check lists or calendar functions to support this. However if the teachers are not sharing a tool feel free to use mine linked here.

Check the nightly list

Begin the morning session with a check of the list from the day before. Is the learner waiting on an email from a teacher? See if it was answered. Is there a group project that needs input from other members? If the information did not show up, follow up with another email to the student and possibly to the teacher. Was there an assignment that needed to be finished? Finish that up before starting the new material. You may also need to look at doing an analysis of why the assignment was not completed. Look for any assignments that teachers returned to make changes. Lastly, check scheduled meetings.

Morning List

Create a morning list that shows all of the work that needs to be accomplished for the day. Some school districts present live or synchronous sessions, meaning teachers expect students to be online and take part in class from home. Other districts provide asynchronous lessons, lessons are created using recorded videos. Finally, some classes are held in hybrid or Hyflex. This means that students receive the lessons from teachers in different formats. The format could depend on scheduling some students at school and some virtually.

Regardless of the format, create a work plan based on:

When do synchronous lessons occur?
Which assignments are due first?
Which assignments can be completed independently?
What will the student need help doing?

How do you Eat an Elephant?

One bite at a time…

The next step is starting. I have read several self-help books that say get started ½ hour earlier than the day before. This is great for me as a 40 year old, but as a teen, I am not sure that getting up early works. So, my suggestion is this…be up at least one hour before something is required or no later than 9 am. Then, expect to work for 5-6 hours on school activities. Remember this time includes both the time at school and homework time.

Second bite…create the checklist.

Third bite…

Pick something to do. Some people prefer to get the hardest thing out of the way and then the rest of the day is easy. Others need a warm-up with something easy. Finally, sometimes there is a required starting point…Zoom meeting at 10:00 for Algebra II.

Final bite…

If you need help getting this set-up. Let me know how I can help. As a special education teacher, I frequently ask these questions, leaving parents out of the middle of the conflict at the beginning.

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November 6, 2020

Resources for Virtual Education Students

Get a Personalized Response

I read an article today regarding how to develop successful virtual learners. It noted that those that had consistent parental support succeeded more frequently than those that did not have this advantage. Yet, most households do not have stay at home parents. Further, depending on the student’s grade, parents may not be able to help, even if time was not a limiting factor. I am not talking just about high school calculus. I know parents that do not understand some of the ways that teachers do elementary math. How does a parent provide that support?

1. Help student help themselves

Sometimes verbalizing steps activates the memory of how to do something. “How did the teacher do this” “Can you show me an example that the teacher did or on a different assignment?” “What is the first thing you do when…?”

2. Allow the child to be the teacher

If this does not spark the child’s memory, try watching the learning video with them and make the child the expert. “Teach me how to do this assignment.” This is especially useful with younger children. From my experience this not only increases the ability to recall the information, but also triggers increased interest and effort.

3. Peer Support

Reach out to a classmate. Research shows that peer to peer assistance provides a great resource for not only academic information, but also to maintain social connections. And opportunities for socialization decrease as students work online.

4. Communicate with the teacher

Also reach out to the teacher regarding the class. In my experience teachers reply to request for help with additional supports, examples, and/or individualized videos or meetings. Just like in class, ASK THE TEACHER!

5. Internet supports

If all else fails use some of the great online resources out there including Khan Academy for Math, Purdue Owl for writing papers, and many more resources exist with a simple search.

6. Virtual Education Consultant

Finally, hire a virtual education consultant. What is this? This is me, a paid consultant relieves the stress of being the bad guy. As a special education teacher, I frequently contact students regarding missing, late, or otherwise unacceptable work. I work as a support between the teacher, student, and family to provide organization strategies to help with work completion, scheduling to help with turning work on time, and support on many subjects that need a different method of explanation.

These are my favorite quotes from students:

“I wouldn’t have graduated high school without Mrs. R; she believed in me when no one else did.”

“You are the main reason I will graduate high school on time.”

Those students and many more needed a bit more personalized attention, than other students. They needed another layer of accountability, not just parents complaining that they did not get their work completed.

Whatever the barrier, I would like to provide personalized support and to help develop a plan for success.

If you are ready to learn more. Click the button below to sign up for my email list and a personalized response.

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October 30, 2020

Keeping Virtual Learning in Perspective

Virtual learning started and your child seems to be hitting a groove. In the next instant a teacher or administrator contacts you regarding missing assignments or behind work. Perhaps Algebra looms in the distance or a dreaded essay. Before pulling the knee-jerk reaction and having a large confrontation. Take a moment to think back to the schedule.

Let’s start with the end, counterintuitive, right? Where does your child need to be at the end of this session of virtual learning? I suggest taking the following steps to support your child.

Get A Real Perspective

As a special education teacher, I helped lead students during the shutdown and at other times in the year. The child’s typical academic performance is likely how he or she will respond to virtual learning with a few exceptions. If the child typically gets Bs and Cs, then it is likely that he or she will get the same during this time. I would encourage you to think about grades and progress with this in mind.

Next, I would try to learn THE system; frequently each school utilizes a different way of presenting lessons. In a previous post I discussed the importance of recording each student’s passwords. Take time to learn the system, especially if your child will share it with you. Or ask them to show you how to get started and go from there. This means going into the main learning management system. Common examples are Seesaw, Canvas, Google Classroom, Blackboard, etc. Even as a teacher that knows the my learning management system, I sometimes struggled to know what and when an assignment was due.

Sign up for my email list for a resource that will help get started. When using this resource, I suggest renaming each tab at the bottom with the class title like “Math.” Then for each day of class, go through and determine the lessons and assignments that are due. I would also document when the teacher is contacted. This can be helpful if you need to reference this. For instance, if the date of 10/25 is associated with an assignment, I know to look back in assignments or emails for more information. Another difficulty aspect of virtual learning is that teachers could call the same thing by different names. For instance one teacher posts assignments in the page called “assignments” and another teacher uses pages or modules. This can be confusing until the student is used to the way a teacher sets things up.

Virtual does not Equal Emergency Remote Learning

The spring of 2020 ushered in the phrase “emergency remote learning,” which is completely different from most virtual learning. One major difference could be the expected time to work on assignments. Emergency learning for some districts did not expect students to spend a similar amount of time as in the classroom. This created a false sense of the expectations during virtual learning. Many students become overwhelmed with the amount of work expected of them. Additionally, if the school uses an outside vendor to offer the virtual learning the material does not take into account school by school differences in the material covered in prerequisite courses. This became apparent when talking to a student in a foreign language class.

Differences in Expectations

A predictable schedule offers one way to mitigate a difference in time expectations. I mentioned a schedule in a previous post. However, this section will be more specific. Using a set procedure to set up the learning experiences for the day develops a sense of control over the learning environment. The level of independence will depend on the student’s age and ability to self-regulate.

For elementary students or other students requiring more support, I suggest the following steps. First, check the grade book for missing or low grades. A zero likely indicates a missing assignment. Email communications offer a second window into past due material. Since the teacher may not be able to speak to the student directly, an email offers a redirection back to missing material. Thirdly, take the time to review the materials for each class. Familiarity with the process for posting assignments removes questions later. For instance, my niece said that an assignment that appeared to be missing was an old assignment. Upon further investigation, she misrepresented the timeline on the assignment; it was late! Finally, use a tool to track communications with teachers the amount of work expected during a set period of time. Sign up for my email list and get this chart is one way to keep this information in one location.

Let me know how this chart works and share other problems with virtual learning. Next week’s post will have suggestions for middle and high school students.

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October 17, 2020October 30, 2020

4 Tips to Getting Started with Virtual and Online Learning

“This is not how I wanted to spend a week’s vacation!”

Contact tracing forced a friend’s elementary aged child to begin temporary virtual learning. Another friend chose to start virtual learning at the beginning of the year. Either way, let’s discuss the first 4 things to do.

I know! Create a warm environment with no distractions. Use common household items as manipulatives. Include opportunities to continue peer relationships and monitor mental health.

Reality check: that is not happening. The two year old screams for a tv show, while the dog runs around trying to get someone to play. Toys are everywhere and cause distractions.

Let’s talk about the first 4 things to do to maximize the time.

Mindset

This time is temporary, hopefully. As the parent, you may feel inconvenienced and frustrated that the school required the child to stay home. Yet, imagine what the child sees. The child or children interact with a parent that is usually at work. Breakfast and lunch offer a time to reconnect. Before the shutdown, I said, “I would like a chance to be at home with my kids, while they are young.” Well, I certainly earned that time and much more. Frequently, I reminded myself of the positives of the situation, when I felt agitated. Reshape this time to something the children remember fondly, not a chaotic mess.

Passwords

Before starting virtual learning, perhaps at the beginning of the year, explore the different apps and learning management systems on the device. Many times at the beginning of the year students engage in discussion on the passwords and how different things work. Definitely take an interest in this. This removes the temptation to say “I don’t remember my password.” For purposes of monitoring the activities and ensuring the safety of the online environment making a list of passwords presents a crucial opportunity to make a connection.

Physical space

While each home offers a different amount of quiet space, carving a place to work helps to make the space more engaging. Next, take a few minutes to personalize the space. Something as simple as a few encouraging sticky notes make the space more welcoming. Ideally, the child works at a desk or table appropriate to his or her size. Think of a kindergartener at a big desk versus a table made for kids.

Schedule with breaks

Research shows that starting the day with a planned schedule sets the tone for the entire day. The appearance of the schedule varies depending on the age of the child. A younger child may benefit from a visual schedule, with a visual timer, like the one shown here. This allows a younger child the ability to see how much time remains. On the other hand, older children and teens prefer time slots. At 9:30 we will stop and do a project. Regardless of the method, develop the schedule, plan breaks, and stick with it. Setting and alarm on the computer or phone offers a reminder. This shared break time also emphasizes the importance of doing things together and building a stronger relationship. A break also provides a needed opportunity to rest the eyes and energize the body.

Research shows that doing these types of things leads to success in a home virtual environment. If you need more tools and suggestions sign up for a free email list of other research based ideas.

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October 5, 2020October 6, 2020

Lifeline for Parents of Struggling Virtual Learners

The current revolution in education focuses on virtual learning. The days of brick and mortar schools evaporated with the 2020 COVID shutdown. Emergency schooling began for most students in March or April, yet this school restructuring advanced to a more fluid and planned version in the fall of 2020. While most school districts developed a plan, each day brings new and varied challenges to the status quo. This page focuses on the emerging trends in education, offering options for parents and students. If you need more help navigating this process with your child, sign up for a free getting started guide.

While virtual schools have many positives, research shows one of the major advantages of traditional school to be the development of personal relationships. Think back to your days in school. Frequently one or two teachers stick out as instrumental in the development of yourself as a person, direction, or motivation. The virtual schools lack some opportunities to develop connections with teachers which could prove to be the difference between success and failure.

Further, the shift to virtual education inspired the change in vernacular from students to learners. Inherent in the language change exists the increased shift from teacher driven to student driven, which is positive in many situations. Students control more of the direction of their own learning choices. However, for those that are less certain of the direction and preference in learning, it could prove detrimental in fostering success. Thus, reinforcing the need to develop personal relationships.

Parents continue to provide direct support to learners, offering suggestions, support and direction. Yet, young people often seek out the opinions of other respected adults, frequently teachers and coaches. Some districts continue to offer athletic options, while other after school social activities like drama club may be cancelled. The public tasked district administration leaders with the impossible; keep students and teachers safe while offering students all of the options and opportunities that school traditionally offers. Parents again seek out support for their children and the need to develop connections outside of the family.