We must keep in mind that remote learning is new to everyone. Not only are our students who receive instruction in regular education struggling with this new platform, but also our students with IEPs are having a challenging time.

Learning from home, while their teacher is miles away, is something new for all of those involved in the education system. Even our most experienced teachers are having a difficult time “connecting” with their students as fluently as before COVID hit our nation. Suddenly, with very little notice, our educational world turned upside down for teachers, students, families, and administrators. As the virtual world has been pushed upon all of us, all of our communities are left with challenges when it comes to education.

The entire process begins with communication. Communicating in a way that we have never done before is so extremely valuable. Reaching out to families and students on a regular basis, if not daily, walking students through challenges that are not only educational-related but also technology-related, or socially and emotionally helping students stay connected, are daily routines of our teachers. Finding out what works for our families while still following our education schedules and routines is extremely valuable as we navigate the virtual world together. Educators are now entering our students’ homes and becoming part of their day as they work diligently from a virtual platform within a very different environment than a classroom.

Strategies for Teaching Students with Disabilities

It is imperative that our students are well aware of what the virtual school days expectations are and what the schedule may look like. Surprises with the change of a schedule should be avoided as our students with disabilities heavily rely on consistency. Sticking to our schedules that are in place as well as reviewing virtual responsibilities for all of our students will give our learners a clear idea as to what the expectations are and what is ahead of them. Truly, this isn’t much different than any other school rule, except now we are doing this from a different platform in hopes that our students are attentive and following along within their homes.

We must be sure, while in the virtual world, our students continue to receive all of the supports that they would receive if they were in an actual classroom. This includes any related services as well as any support from any other adults in the building. The school guidance counselor also plays a huge role for our students, as they may need sessions with the counselor based off of education looking so much different for everyone this year than in years past.

Transitioning to a virtual platform and being home as opposed to being in school can be a big enough change for our students that they truly need the school guidance counselor’s support. Putting this support in place could be a strategic idea to prevent any feelings of anxiety or behavior outburst from occurring. Knowing that there is someone that the students can check in with can alleviate any stressors that the student may be dealing with.

Even though we are in a virtual world, we must not overlook the importance of rigor. Along with academic rigor comes engagement. Keeping our students engaged with activities that they can share with the rest of the class, as well as continue to keep active participation among all students, will prevent boredom. The last thing any educator wants is for our students to not be focused on the material that is being delivered.

Engagement will require much more than direct instruction and lecturing. We are asking our students to learn from home, in front of their computer, without their teacher physically there. This is something that they have never had to do before, and as different as this is for them, educators must think out of the box on how our students, at any age, are tuned in and learning just as they would if they were in the brick and mortar school. This by far is not an easy task, but is something that all teachers and students in the United States have encountered over the last year.

Creating activities that students can work on together in breakout sessions is a way to continue communication and peer interaction among students. Our students miss their peers, and the daily face-to-face interaction with them. Putting ourselves in our students’ places for a moment and thinking about the friends that they no longer are playing with, whether it outside at recess or on a team sport, they are missing this daily interaction with peers their own age.

This is a tremendous loss for our students, and as teachers we must get creative to still keep these friendships very much in place for our students. Assigning a writing assignment virtually that students can send to one another, very similar to having a pen pal, can be a virtual activity that a teacher assigns throughout the duration of learning in this platform. Reassigning whom they will write to will make their “circle” even bigger as to what peers they are having interactions with. Teachers can create this writing activity and monitor the “conversations” between the students. This will encourage friendships to still last as well as reinforce the students writing skills.

Every encounter with our students virtually is unique and new challenges come up daily. Parents, teachers, and students could never have predicted that this is where we would all be a year later. Handling each situation in an individualized way, as well as being patient, understanding and extremely flexible, are key components that will aide every educator throughout this challenging platform. Who knows, the more we fine tune this experience and the longer that we are forced to teach through our computers, educators may find that this too is a very valuable learning experience and one that we all certainly will grow from.

Teaching is all about growing and changing with the times. This last year has truly been a challenge, but throughout the process teachers are doing their very best to assist our students in this platform. After all, our students are worth it!

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Student teaching is a period of time, usually between 8 and 16 weeks, in which a graduate education college student works in a classroom alongside and in place of the regular teacher. Length of time is up to each particular university. There is no pay for this type of internship, as it is typically a requirement for completion of the program. Student teaching is the student’s opportunity to gain real life experience in a classroom and demonstrate the skills and knowledge they’ve gained so far in their program.

Challenges a Student Teacher Faces While Teaching Remotely

Doing student teaching during a period of remote learning will be particularly tricky. It can be more difficult to make connections with the cooperating teacher, staff members, students, and parents of students. Making connections and forming good relationships is the backbone of student teaching, and it is imperative that this continue, even while experiencing remote learning programs.

It also may be difficult to determine the level of the student. With younger children, it is hard to know exactly what they did on their own or what their parent or sibling may have helped them with. If a paper or assignment comes in perfectly done, yet the student exhibits struggles with the same content virtually, a teacher must question the issue and find a way to assess the student on their own.

Technology glitches can throw a wrench into student teaching. Whether the glitch is with the internet connection or actual device being used, it is frustrating to not have things go as planned. This can happen with students in the class, the cooperating teacher, or the student teacher. It will be important to note what the process is to get these issues fixed before beginning the experience with remote learning.

Additionally, many districts have not done extensive work with remote learning before last spring. While there are some districts that had plenty of experience with it and have had 1:1 device programing for years, it is more likely that a district is still somewhere in between and has not had a myriad of experiences. The district is still learning how to implement these programs, the cooperating teacher may still be learning how to implement remote learning, and so the student teacher will be learning along with all of the counterparts in the system. That can make things more difficult. Use it as an opportunity to come up with solutions for problems that occur and suggest them to the cooperating teacher. All ideas will be welcome!

Strategies for Connecting with Students while Student Teaching

There are many ways to connect with students during the student teaching semester. Before making any contacts, run the communication plan by the cooperating teacher to be sure that all school and district policies and protocols are observed. The general rule is that the older the child is, the more direct connection there will be with that child and a little less with the parent. If it is a younger child, there will be more parent connection and the child connection may be under supervision of the parent.

Regardless of the type of communication used, it is wise to keep a communication log and go through it with the cooperating teacher each week. Decide upon methods that work best for the student and family.

One way to connect is through Zoom or Google Hangouts or some kind of online video program that the district has endorsed. That direct face-to-face connection over the computer gives a chance to see what the student’s body language is like and to allow the student/family to see the student teacher smiling and engaging with them.

Along with doing group online video programs, consider setting up individual sessions with students to make sure they are getting what they need and that they are making that important connection to their student teacher. Emailing and calling are also good ways to keep in contact with the student and family. The age of the child and the preference of the family will determine what works best. Some younger students have enjoyed getting snail mail from school staff as well. A cheery note in the mail is fun for a child to receive. It also may help them to want to practice writing skills by sending a note back.

Personal Qualities Can Make or Break the Experience

There are personal qualities that a student teacher may exhibit that will enhance the experience or, if they are not seen, will negatively affect the experience. A student teacher needs to be able to seek and accept constructive feedback. This sounds easy, but for some beginning student teachers, it may be hard not to take this feedback personally. The cooperating teacher and student teacher supervisor are there to give suggestions and will expect that those suggestions be taken and implemented immediately.

Arguing or giving the impression that feedback is not warranted will cause the supervisors in the field to have a negative view of the student teacher and will not bode well when it is time for reference checks for jobs. Feedback is critical to every staff member’s well being and even excellent, seasoned teachers continually strive to seek out ways to improve each and every year.

Having a good work ethic, punctuality, volunteerism, and participation in team and staff meetings are also characteristics that are noticed and will make a difference. It is critical to make a great impression with everyone in the school, including, but not limited to, custodians, secretaries, certified staff, and non-certified staff. Forming these relationships will only add to the student teaching experience and will give the student teacher more opportunities to add to a reference list.

Finally, don’t forget to have fun and take some risks while student teaching in your graduate program. This is the time to try new things and take a few chances.

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