How to Establish a Safe Virtual Learning Environment
By Christina Quarelli, K-8 Curriculum Specialist at McGraw Hill
Part 1 of our series, “Make Every Virtual Learning Moment Count,” where we explore no-plan strategies to boost student engagement quickly.
Drawing from Maslow’s Theory of Human Motivation, active participation cannot meet its true potential if a safe learning environment with positive rapport isn’t initially established and consistently maintained.
Students will not engage if they don’t feel safe, even remotely.
Although it seems like a no-brainer, it should always be at the forefront of our minds, especially since there’s been a significant uptick recently in school-age children experiencing anxiety and depression.
Assigning tasks that embed social-emotional principles and require metacognitive application can not only create a consistent and positive atmosphere in your virtual classroom, but also break down common mental or emotional obstacles students face when approaching their learning goals. Regardless of the content or topic, it can be as easy as the type of questions teachers ask when both introducing topics and concluding lessons.
Teachers often feel that they need permission when it comes to changing up the steps of a lesson because they believe that they aren’t teaching the content with fidelity if they aren’t asking EVERY question in the order it was printed in the teacher’s edition. This might be because they are linear thinkers or perhaps don’t feel as savvy with particular content areas (a common feeling for elementary teachers who are asked to be an expert in all content areas). Thankfully, there are some easy ways any teacher can safely invite students into any new task that don’t require any extra planning time or sacrifice best instructional practices.
Give Students Permission to Not Know
When introducing any new topic, all students, regardless of level, need permission to “not know” so they feel safe in their learning community. Try starting a vocabulary lesson, for example, with a self-analysis by your students.
Ask, “Which words do you know, don’t know, or have heard of?” A number can be assigned to each response with students answering by holding up their finger or typing their answer in a chatbox as you list the words. There are plenty of anonymous digital surveys you can use for this as well.
This metacognitive practice can be applied to other skills by simply asking “How confident are you in your answer?” and giving them options such as “I definitely know it”, “I think I know it”, or “I have no clue!”
Make the Learning Progression Visible
In addition, ask students to digitally highlight words that are unfamiliar outside of the prescribed list. This can be a gamechanger, especially in content areas such as social studies or science, where the complexity of the informational text may be substantially higher than what they are normally reading. Non-verbally giving students permission to not know things upfront creates a normalcy and organic precursor to instruction.
Showing that this as a natural progression in the learning process will deescalate anxious and striving learners, because a common misconception of these students is that they are alone in not knowing. Besides their confidence in seeing their own learning unfold, students can also increase their chances for mastery if they know their starting point up front and can visibly see their own growth.
Ask Open-Ended Questions
Another example of setting the stage in a safe way is during English Language Arts time when a new reading is introduced. After students have listened to it (maybe using a digital audio feature), have them use their virtual tools to answer open-ended questions in addition to the recommended ones from your teacher’s edition.
Posing questions such as, “What do you wonder, notice, or what questions do you have?” not only drive better classroom discussions, but they offer students a voice in the learning trajectory and invite them in as your learning partner.
Students will feel valued as class community members when you return to their initial question throughout the process and as they dig deeper and uncover more within the text or lesson. By circling back, you’ve established their wonderings as a priority, simultaneously creating more “buy-in” the next time you launch a new unit in the same manner. They will feel heard and that their thoughts matter.
The more a student feels they are your learning partner and teammate, the more they will engage and be an active participant in the “game.”
End the Lesson on a Reassuring Note
Just as important as how lessons are introduced is how we end them. The last thing we do when concluding a lesson may very well be what sticks with our students. Wrapping up with “What questions do you still have?”, can show students that not having all the answers is okay and that learning is a process that’s more of a marathon than a sprint.
If this topic interests you, you can check out more tips on how to integrate social and emotional learning into everyday instruction.
For more on how to make the most of every virtual learning moment download the guide below!
Christina Quarelli is a K-8 Curriculum Specialist at McGraw Hill. Christina, a former K–8 teacher of 18 years, specializes in gifted education. She holds a Master of Education degree in Educational Counseling and has worked as both a teacher mentor and instructional coach focusing on best practices for engagement and maximizing learner potential. Christina is currently a K–8 curriculum specialist for McGraw Hill and resides in Phoenix, Arizona. Most recently, Christina has created teacher supports and resources for those transitioning to teaching their core content remotely.
