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Two distinct concepts have come into my realm in the past week - and they both have something in common: nothing! Simply, this is the concept of "No More Zeros" when it comes to assessment and grading, and when it comes to productivity on a personal or professional level. NO ZEROS - at school To me, not assigning zeros on student work is a complicated and sometimes convoluted and misunderstood concept. Rather than giving away free marks to students, to me, a philosophy of No More Zeros means that students are provided with the opportunities to increase and ameliorate their marks. I do not believe that students should lose marks for distorting factors, such as handing in work late. Students might see a big ZERO in their online gradebook, but that doesn't mean they have zero understanding of the concept, or zero knowledge. In most cases, it means they didn't hand the work in! Who am I to determine this lack of engagement will equal a poor mark on a report card? Instead, shouldn't we be giving students the opportunity and experience to try, try again? Isn't that how we actually learn? “If you hand me an essay that’s really lousy, do I say ‘F, do better next time,’ or do I say ‘I’m not going to grade this. I expect a higher quality of work from you. I wrote comments on it. Let's set up a time, and we’re going to work on it together, and then I need you to turn it in next week,’” - Sarah Duncan No More Zero Days (Linked on Crackmacks) What’s a zero day? A zero day is when you don’t do a single thing towards whatever dream or goal or want or whatever that you got going on. No more zeros. I’m not saying you gotta bust an essay out everyday, that’s not the point. The point I’m trying to make is that you have to make yourself, promise yourself, that the new SYSTEM you live in is a NON-ZERO system. Didn’t’ do anything all day and it’s 11:58 PM? Write one sentence. One push up. Read one page of that chapter. One. Because one is non zero. You feel me? When you’re in the super vortex of being bummed your pattern of behaviour is keeping the vortex goin, that’s what you’re used to. Turning into productivity ultimate master of the universe doesn’t happen from the vortex. It happens from a massive string of CONSISTENT NON ZEROS. That’s rule number one. Do not forget. NO ZEROS - in work and in life I truly believe that in most cases "something is better than nothing". Doing one thing today is better than doing zero things! Of course, I think in general, we should set the bar higher for ourselves! But, it's not always possible, and it's not always ideal. We've hit a strange place, culturally. We've been in some sort of quarantine / isolation for a month now. Even if it hasn't been full on isolation, it's been a weird month. It's easy to have a few Zero Days in a row. Nobody is there to stop you. Many of us are able to continue working, but not everyone is. We all have families, partners, friends and neighbours who are becoming more and more accustom to Zero Days. Binging a whole series on Netflix doesn't really count anymore. So, are we getting ourselves, culturally and socially into a funk? That's why the concept of No More Zero Days is appealing to me. There is always something to work on, some project to start (or finish), some problem to solve, or some way to better yourself, your environment, or your family. Links about No Zero Grading Practices  Take good care,
-M
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We've had students out of school for a month now, and teachers in Alberta have been given specific direction around final marks. The first indication that came from the Education Minister was that all students would be passed through to the next grade level. That's more or less true, but it becomes complicated at the High School level, where generally, students need to demonstrate a 50% in their overall mark to move to the next core curricular level. However, not everyone has access to the same level of learning and education since schools were last open on March 13, so the best option has been to assign a grade for the work that was done before March 13, and assign that as the best guess of a final grade. Students will have the chance to demonstrate their learning, and to increase their mark from whatever they might have had for the first six weeks of this semester. We are giving students the chance to continue their learning. We hope that students have motivation to either increase their overall grades, or (better yet) increase the level of their skills and knowledge!  meme credit: A.Verhappen For some students who were anticipating finishing up their High School this year, and those who were upgrading to achieve a higher mark, they are disappointed that some opportunities to increase marks are no longer available to them (specifically Alberta Education Diploma Exams). However, we need to think about what our role is right now. Are we here to support students with increasing their marks, obtaining their high school diplomas, prepare for the next level of learning, or to continue to foster a love of learning and engagement with their learning? Statistically, we've seen about 2/3 of students regularly engage with their teachers in the last couple weeks when we try to host online synchronous sessions. reference: Calgary Herald article (April 13, 2020)  However, we also know that almost 100% of students are in communication with their teachers in some way (email, phonecall, video chat, etc). So, we know that students are being supported by their teachers - at least through regular channels of communication. In order to increase student engagement in learning online, we need to have clear and consistent communication, standard structure and organization, and ensure we are collaborating with all of the students, teachers and experts in our field! Our website has a lot of great tips and tools to help with these core critical areas: Some great & helpful links to help with student engagement During this time, and always, we are educators first. We are all teachers. We are all learners.
Marks do not matter as much as overall connection and engagement. I would always be happier with a rich deep and rewarding conversation and connection than assigning marks based on work submitted to an online dropbox. Take good care, -M I was emailing with a colleague today, and she was lamenting that she had to take over her husband's home office so she could work from home to do her Assistant Principal work. It got me thinking about the joke my husband and I have: we do not have a three bedroom house; we have a one bedroom house, with two offices! Legitimately, we both have our own offices because my husband owns his own business, and when we built our house I was working from home full-time as an online teacher. It's been a saving grace these past few weeks, as I've been working from home, and he still needs his workspace as well.
A lot has been written about office ergonomics, including set ups for working from home. There are many resources to help you set up the best workspace. Office ergonomics: |
| When I am at work, I wear my Apple Watch, and it reminds me once an hour to get up and move around. Maybe that's been my problem - I'm not wearing my watch at home! It's a great piece of technology that keeps me connected - and keeps me moving! |  |
There are many complications to teaching from home, so at least make sure you are comfortable doing it - and not causing any undue harm and stress to your body!
Take good care,
-M
Take good care,
-M
TeachingAndLearningOnline.com has a great page of resources on Working From Home. Check it out!
Historically, when I've written about video, it's been about teacher-created video being used within the classroom. (See this page for tips and tricks around creating multimedia.)
However, because many teachers new to online learning are trying to replicate what takes place in a traditional classroom, they have been trying to use synchronous tools (i.e. video conferencing) with their staff and with their students.
This has come with its own set of challenges - ranging from access to secure and strong internet signals, appropriate use of the technology, mindfulness and awareness of surroundings, and the overall challenge of trying to replicate a "normal day" in a time that is anything but.
However, because many teachers new to online learning are trying to replicate what takes place in a traditional classroom, they have been trying to use synchronous tools (i.e. video conferencing) with their staff and with their students.
This has come with its own set of challenges - ranging from access to secure and strong internet signals, appropriate use of the technology, mindfulness and awareness of surroundings, and the overall challenge of trying to replicate a "normal day" in a time that is anything but.
 | Regardless of the level of experience you have with using an online conferencing tool, like Zoom, or Google Meets or Skype, someone involved in the meeting is bound to run into a technical issue. Don't let this derail the meeting. If someone cannot hear or see, make a note of it, and connect with that person one-on-one after the session. |
Do's & Don'ts for Video Conferencing
Do: Mute your microphone whenever you’re not speaking, even if you’re alone in the room. Background noise can be an annoying distraction.
Do: Be aware of your video settings. Check if your microphone is muted before delivering a two-minute monologue that no one will hear.
Don’t: Position your camera too low, too high or hooked onto a different monitor. Weird camera angles can be very distracting. Make sure your camera is eye level and on the monitor you plan to use for the conference.
Do: Make sure your room is well lit (side lighting is the best). Use natural light from windows or simply turn on the overhead light in the room to brighten up the conference.
Do: Wear appropriate clothing. I know it can be tempting to wear a work shirt and athletic shorts but dress as if you're meeting face to face. Wear clean, professional clothing for your video calls.
Do: Your wall art or decorations should be work-appropriate and your surroundings clean. This also includes your desk! Avoid having multiple coffee mugs, dishes and trash on the surface.
Do: Test your microphone before you video call by video conferencing a colleague before the meeting. Nothing is worse than trying to share something critical, and not being able to communicate clearly because your audio clarity and volume are poor.
Do: If you're in a group call without video, introduce yourself before you talk. Consider something like "Hi it’s Jim, I have a question.” Be polite and introduce yourself.
Don’t: Check or read emails or peruse articles while on the video call. This also includes doing additional work beyond the call. It’s easy for other participants to tell if you aren't fully focused and present during the video call.
Do: When you're talking, look into the camera instead of looking at yourself talking on the computer screen. It will help others on the call feel like you're 100 percent engaged and present.
It’s important to remember that video conferences are essentially in-person interactions that allow you to communicate more effectively.
Do: Be aware of your video settings. Check if your microphone is muted before delivering a two-minute monologue that no one will hear.
Don’t: Position your camera too low, too high or hooked onto a different monitor. Weird camera angles can be very distracting. Make sure your camera is eye level and on the monitor you plan to use for the conference.
Do: Make sure your room is well lit (side lighting is the best). Use natural light from windows or simply turn on the overhead light in the room to brighten up the conference.
Do: Wear appropriate clothing. I know it can be tempting to wear a work shirt and athletic shorts but dress as if you're meeting face to face. Wear clean, professional clothing for your video calls.
Do: Your wall art or decorations should be work-appropriate and your surroundings clean. This also includes your desk! Avoid having multiple coffee mugs, dishes and trash on the surface.
Do: Test your microphone before you video call by video conferencing a colleague before the meeting. Nothing is worse than trying to share something critical, and not being able to communicate clearly because your audio clarity and volume are poor.
Do: If you're in a group call without video, introduce yourself before you talk. Consider something like "Hi it’s Jim, I have a question.” Be polite and introduce yourself.
Don’t: Check or read emails or peruse articles while on the video call. This also includes doing additional work beyond the call. It’s easy for other participants to tell if you aren't fully focused and present during the video call.
Do: When you're talking, look into the camera instead of looking at yourself talking on the computer screen. It will help others on the call feel like you're 100 percent engaged and present.
It’s important to remember that video conferences are essentially in-person interactions that allow you to communicate more effectively.
The Biggest Dos and Don'ts of Video Conferencing
Adapted from Bryan Lovgren, 2017
Adapted from Bryan Lovgren, 2017
HELPFUL LINKS
| | How wonderful it could be if educators, parents and students continue to see the value in online conferencing, even once this current COVID-19 crisis is over. |
Until next time, take good care.
-M
-M
Teachers are asking a lot of themselves right now. I can't say the school boards are asking for it, or parents are asking for it, or students are asking for it.
Teachers are asking themselves to become experts in online teaching in a short amount of time. Teachers are expecting they can continue on, as normal, under the most unusual of conditions.
Well, to them, I have one phrase that's been repeating through my mind the past three weeks: Settle Yer Kettle.
Stop.
Think.
Then react.
You're not going to turn into an online teacher overnight. Your students aren't going to turn into online learners overnight - if at all! Your students are being asked to do something they've never done, and they've never signed up for. So are you.
So be gentle on yourself. Be kind. Be patient. Be compassionate to yourself.
In fact, this website has a whole section on WELLNESS. Check it out - there's some good stuff there for students, and for teachers - including resources on how to be self-compassionate.
I've worked with teaching and learning online since 2006, and one thing has always been true to me: nobody's designated school is the online school. Every student comes to online learning for a different reason.
In March of this year, hundreds of thousands of students came to online learning as a last resort - as an emergency.
This isn't ideal. For you, or for them.
Recognize that. Be gentle with yourself, and realize a lot of what you're putting together isn't really great Online Learning - it's Emergency Remote Teaching.
This article has been linked on the COVID-19 page on our website, and I'm including it here for your reference.
Teachers are asking themselves to become experts in online teaching in a short amount of time. Teachers are expecting they can continue on, as normal, under the most unusual of conditions.
Well, to them, I have one phrase that's been repeating through my mind the past three weeks: Settle Yer Kettle.
Stop.
Think.
Then react.
You're not going to turn into an online teacher overnight. Your students aren't going to turn into online learners overnight - if at all! Your students are being asked to do something they've never done, and they've never signed up for. So are you.
So be gentle on yourself. Be kind. Be patient. Be compassionate to yourself.
In fact, this website has a whole section on WELLNESS. Check it out - there's some good stuff there for students, and for teachers - including resources on how to be self-compassionate.
I've worked with teaching and learning online since 2006, and one thing has always been true to me: nobody's designated school is the online school. Every student comes to online learning for a different reason.
In March of this year, hundreds of thousands of students came to online learning as a last resort - as an emergency.
This isn't ideal. For you, or for them.
Recognize that. Be gentle with yourself, and realize a lot of what you're putting together isn't really great Online Learning - it's Emergency Remote Teaching.
This article has been linked on the COVID-19 page on our website, and I'm including it here for your reference.
 | The Difference Between Emergency Remote Teaching and Online Learning |
There are lots of ways we can help support you be the best that you can be - and part of that is capitalizing on what you're already doing, and what you have been doing with your students from the beginning of the semester.
Making connections.
Building relationships.
Helping them be the best they can be.
COVID-19 hasn't changed any of that. I promise.
Take good care of yourself.
-M
Making connections.
Building relationships.
Helping them be the best they can be.
COVID-19 hasn't changed any of that. I promise.
Take good care of yourself.
-M
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