I love feedback. I appreciate how feedback has helped me to improve in different aspects of my life. I believe in giving feedback that makes someone feel good about a job well done. For me, feedback is essential to growth! Yet, I can remember countless afternoons struggling to write feedback on all my students’ essays before the next class session. I wanted to be thorough and write about all of the points I’d reference in the lessons but my hands would cramp, my brain was mush, and by the last student’s paper I was barely writing a sentence or two that I hoped would help them improve. It wasn’t until a colleague showed me what she did — quick notes on each student’s work as she walked around and observed them during independent work time — that I began to feel like my time was being used more effectively and my students were able to implement recommendations as they worked. I also found that because I was saving time, I could talk with each student and really understand their comprehension and academic needs. Those quick convos with each student were some of my favorite times as a teacher.

Talking about math is more than merely describing the steps in solving a problem (“First, add the ones, then the tens. If you need to regroup, do that.”). Math discussions are focused on the process of working towards a solution, understanding how others’ think about that process, and developing a plan for similar problems. Students should be pushed to think beyond an explanation of steps to an explanation of process, including making errors and how those were resolved. They should also be encouraged to use different methods and tools when solving a problem, then sharing these ideas with others to build a bank of strategies. In a physical classroom, this can be challenging so how can it be done while distance teaching? More than that, how can it be done successfully?

When I was in first grade – back when teachers used chalkboards and ditto machines – playing a game in class was the BEST! In SoCal, it was unusual to have rainy days but when it happened our teacher would have us play Heads-Up, Seven Up during indoor recess. I can remember hoping someone would put my thumb down so that I could guess the mystery person at the end of the round. We would play this game the entire time and groan aloud when recess was over. Playing that game was a welcome break from the months of circle time lessons and worksheets. Did I learn anything from playing Heads-Up? I didn’t think so at the time but looking back with my “teacher eye," there was communication, engagement, and reasoning involved. Of course, I doubt learning those skills was intentional but it taught me two important things when I stepped into my teacher shoes: 1) children will remember the experience of a fun and engaging game, and 2) children can learn concepts and skills, solve problems, think critically, collaborate, follow rules, communicate thinking, etc. while playing a game!

“Every child is an artist. The problem is how to remain an artist once we grow up.” – Pablo Picasso

Software developers are the creators of both computer programs and the underlying systems that run said programs. Applications software developers create computer applications and games while systems software developers engineer operating systems and interfaces for the platforms themselves.

“I think I have learned that the best way to lift one’s self up is to help someone else.” – Booker T. Washington

Whatever our opinions are on in-class vs remote learning, the unpredictability of coronavirus has necessitated that many districts opt for the latter to ensure the safety of teachers, school staff, and students. That being the case, the following are helpful tips for teachers, parents, and students.

Not to state the obvious, but education is in a time of dynamic change. This change will affect not just this school year, but long into the future of what education may be for our children and grandchildren. It is important, then, to rethink how administrators, teachers, and parents/guardians prepare for each school year so that students can still meet, or exceed, learning goals and objectives. Beyond what can be seen on paper, education also supports a child’s need to experience, explore, and apply learning to real-life now and in the future. To do this successfully, teachers who are now dealing with a virtual classroom environment must adjust their teaching practices. Why? Because remote learning requires specific skills such as conducting classes using video conferencing, sharing content in different ways, and providing feedback on student assignments and projects.

Web developers are responsible for designing and creating websites. In addition to ensuring the functionality of the site, they are also in charge of meeting their clients’ aesthetic requests, capacity needs, and technical demands.

Eons ago, when I was in elementary school, we did a unit on fossils and their importance on understanding how prehistoric plants and animals lived. I was fascinated and for a brief moment in 4^th grade, I wanted to be a paleontologist. I would stare at all of the pictures of the different fossils and dream about going on a true-blue dig and discover something cool like a fossil from a mammoth or saber tooth tiger. Of course, I never did become a paleontologist instead choosing to teach because that feeling of excitement when I learned something new was one I wanted all young learners to experience. But I do wonder if my teacher had the technology to make different fossils for closer study maybe I would have chosen the paleontology path.