20 Days of Remote Learning: 5 New Ways of Connecting - By Nancy Steinhauer
The idea that we would have to teach from a distance snuck up on us at The Mabin School. We left for the March Break thinking we would be back in two weeks, and found ourselves locked out of the building, forced to teach in a completely foreign way. A relationship-based school, our days were usually made up of easy collaboration, friendly laughter, and spontaneous hugs. Snug in our home away from home, we were constantly bumping into each other (literally), children sprawled on stairs and tucked into nooks reading quietly or working on a project with a friend. Learning was purposeful, but casual; both serious and fun. There was unexamined joy in just being together.
With the implementation of the government’s emergency act and the requirement to close schools, we were forced to pivot quickly to a system of remote learning. Although we used technology quite freely in support of pedagogy in Grades 1-6, we felt slightly radical when we implemented a screen-free kindergarten program in 2019, believing that the best learning would happen when children interacted with concrete materials and the real world, not virtual games and resources.
Nevertheless, always a place of innovation and creativity, we pulled together our remote learning plan, balancing structure and flexibility, play and work, connectedness and independence. We knew from the start that we wanted to start and end the day with class meetings. We wanted to build in time to study and time for breaks. We wanted to respect the needs of the families and the needs of the staff. What resulted was a day that mixed synchronous and asynchronous learning, but incorporated time to be together, if only at a distance.
The learning curve for everyone was huge. Teachers rushed to familiarize themselves with new platforms and new software. Students were pushed into a way of learning that requires a fair amount of independence and self-reliance. Families struggled to balance the demands of their jobs with the demands of their children. Four weeks in, we are still challenged by all of these factors, but we are learning from and with each other. Over the 20 days, we have incorporated 5 new ways of connecting.
1. Sports with Andy: Andy is a member of our school whose official position is after-care coordinator, but whose role looms large. A natural connector, he has an incredible facility for staying in touch with students, families, and alumni, and he is loved and respected by all. When school is open, Andy starts the day by running morning sports classes for our students before school; he then returns at the end of the day to run our childcare program. Two weeks into our e-learning, in an effort to bring students of all ages together, Andy began to host virtual Sports with Andy classes every morning from 8:30-9:00 to anyone who is interested. Under the pretense of offering physical training, Andy is actually providing an opportunity for students to connect with each other and with him. In addition to helping students sustain important relationships, this morning drop-in gets students moving and active before a day of sedentary time in front of the computer begins.
2. Daily Integration Periods: Integration is a founding principle at our school. We have always integrated across subjects, across grades, and across abilities. We have a number of mechanisms in place to do this, but one is our Friday Integration period. Every Friday, we stop what we are doing and do something together. Some Fridays, we pair up in different class combinations to learn with buddies; others we rotate through activities in multi-grade groups; others we go on a whole school field trip. During this period of social distancing, we cannot go anywhere together, but we can still do activities together. Our talented specialist teachers came up with an idea that we implemented 10 days in. Every day at 1:30, a different specialist leads an activity for anyone who is interested. So far, there has been a maker activity, a virtual neighbourhood walk, a mindfulness routine, dancing in close quarters, an art activity exploring worry and anxiety, and even a domino building challenge. Students of all ages and teachers too join in to learn something new, and it is delightful to watch siblings participate together. With the gallery view, we can all watch each other react and learn, and appreciate the common experience.
3. Assemblies: Usually we have an assembly every Friday at 2:00 pm. Our Grade 6 students take turns leading the assembly, which is typically short but sweet, and fairly spirited. With our new reality, we have begun to gather Fridays at 2:00 pm on a Google Meeting. Everyone mutes their computers while two of our Grade 6 students moderate the meeting and lead us through a land acknowledgement, announcements, and songs, games, or celebrations. Today, our founder, Gerry Mabin, who was celebrating a milestone birthday, joined us. One of our teachers had organized a slide show of children and staff baking birthday treats and sending birthday wishes over a soundtrack of the Happy Birthday song. We were able to wish Gerry a happy birthday, and she was able to address us, just as she would if we were together in our school gym. Seeing over 100 faces on the screen listening intently to each other is a pretty powerful reminder of our common bond.
4. Storytime: Every day at 1:00 pm, our Admissions Director, Michelle Barchuk, does her own version of Mr. Roger’s Neighbourhood, inviting the entire school community into her living room as she reads a book or two on Facebook Live. Modelled on our daily practice of “Quiet Time” in kindergarten, Michelle encourages people to snuggle up with a family member or stuffy and relax while she shares a favourite story. Families can comment while she reads, and she responds to requests. For those families who cannot make it at 1:00 pm, the video is available for when the time is just right. Michelle is developing quite a following, and once again, children from different classes (and from anywhere!) can join in on the fun.
5. Daily Staff Huddles: Our school building is actually an old house that has been transformed into a learning community centred around the kitchen. Most of us start the day in the kitchen, grabbing a coffee and checking in with our colleagues. We are a small enough staff, that we can all sit around the table at lunch and catch up on the events of the day. And after-school, the kitchen is where the students gather family style if they are participating in our after-school program. Without the advantage of a shared space, we have had to find new ways to gather. Every day, we have a staff huddle at 8:30 am and 3:30 pm. The morning huddle is optional, and the early risers invariably drop-in to say hello and catch up from the previous day. The end of day huddle is mandatory, and we take time to talk about successes and challenges that have arisen, talk about our feelings and worries, and reflect together on new learning. Some days, we joke around and make each other laugh. Other days, our check-in is short, but provides an opportunity to say goodbye and close off the day. Being apart, it is a comfort to know that we will see each other at least once in the day. Even though we are alone, we are still part of a team.
Our remote learning plan is not perfect. It is evolving as we learn, and we are trying to respond to the feedback we receive each day from students and parents alike. Our school’s curriculum is emergent from JK to 6, and this e-learning curriculum is emerging too. One thing is certain, though; as we progress, we will not move away from our commitment to connection. Relationships are fundamental to learning, and they must come first and above all other concerns. Only when our students, staff, and families are feeling the security that comes from knowing they are loved and valued will they be able to relax enough to take the risks needed to truly learn – whether the learning is remote or up close. Relationships matter, no matter where the learning happens. Even in unprecedented times, this remains true.