To preface, I had 7 plants in my classroom over Spring Break. I couldn’t tell you how much I thought of them and worried about them dying. Yes, I know they’re just plants, but I’ve had them for a few years and brought them through trying times of dealing with pests and managed to keep them all healthy. As time passed, I worried about their condition and their need for water. I wondered if they’d be alive when I was able to get to them. Well, 6 made it. My coffee plant did not. 

As soon as we were allowed to schedule a time to go into school and collect the belongings we’d need for teaching online I was there. Yes, I grabbed my books and other things I’d need. But, my top priority was my plants. 

Did you know you could order plants online? Well, you can.

Needless to say, my houseplant collection has significantly grown since physical distancing began. I went from 7 in the classroom and 6 at home, to a total of 27. I’ve even started propagating three of them, literally breathing new life into my plants. Who knew you didn’t have to buy plants, but that you could grow your own from the ones you already own? 

​It’s their uniqueness in appearances and needs that make them beautiful, they truly represent life and all of our diverse needs. Once I think I’ve figured out one of my plants, something changes and they demand something different than before. Take Ellie, one of my orchids. She seemed to be doing fine, she was still living, but she was just dormant, she hadn’t shown any new life in nearly a year. Well, with a little extra love and care, taking away her potting medium, I could see some of her roots were rotting. She needed my help. So, that’s what I did, I helped her. By cutting away the rotten roots and moving her to full water culture I was able to give her what she needed. A fresh start. Only 4 short weeks later Ellie started breathing new life and producing a new leaf.

​1. Our daily Would You Rather

Each day in our classroom started off the same, I’d project a Would You Rather question on the classroom TV, students would grab their personalized magnets and vote. There was a method to my madness, it helped me with daily attendance, it created structure and routine, and it created a fun engaging atmosphere. Students loved to challenge each other while defending their choice.

It only seemed natural that I continue with this online. By continuing to post these questions daily. And I am thankful I have. While there is not as much debate as there would have been in class, given the asynchronous environment, students are still commenting on others’ posts.

2. Table Groups

In our classrooms, students are able to sit in groups ranging from 2 to 8. They have the tendency to sit with their same peers, they had the option to sit wherever they wanted with the use of some flexible seating.

Now, clearly this cannot be duplicated in the online environment, so instead, I created fixed “Table Groups” based on their usual choices made in the classroom. The groups were created using the Rooms feature in GoogleChat.

Each morning students are asked to participate in Table Group Chats for 15 minutes. This is the only synchronous activity that we ask our students to join in. I know it doesn’t work for everyone, but it does for most. If students are unable to make it to the scheduled chat time, then they are encouraged to check in with their group at some time throughout the day. During the daily Table Group Chats, students are asked to see how each other are doing, to offer support with work, to provide encouragement, ultimately to be there for each other.

By using the GoogleChat feature it has allowed me the opportunity to monitor what is being said for safety reasons and the ability to monitor their engagement level.

1. Table Group Challenges

While students would often work together in small groups in class, I wanted to create something more entertaining to help with their Social Emotional Learning.

Each week Table Groups receive a challenge they have to complete together. They are assigned 30 minutes of synchronous time on Monday morning to allow for planning. They start the challenge synchronously but finish it asynchronously. There are groups that choose to schedule times in which they are all online together, they use their preference in the platform. Really, my goal is to decrease the expectations of learning, while disguising it as a fun challenge.

Challenges have varied from completing digital Breakout EDU games, creating music playlists, writing 2-word stories, and more. They’re meant to be silly but are based in SEL and curricular expectations.

​2. Whole-Class Engagement Activities

This is something based on Social Media posts engagements. Usually twice a week, I’ll create an engagement activity based on a hashtag for the day of the week, and students respond similarly to how others would if it were posted in a Facebook Group or on Instagram.

For this, I use GoogleSlides and share the slides so all students can edit. Not only does this allow students to post their responses, but it also allows them to comment on others and to have conversations back and forth.