Online learning has been around a while. But, almost overnight, government and schools closed their physical doors and made the decision to offer up classes virtually to reduce human contact in an attempt to thwart the spread of disease. Just moving to online sounds so simple. But, there are differences between the physical classroom learning experience and the experience that can be offered online. Desi Dixon, an experienced educator, doctoral student, learning technologist and parent, shares insights about teaching in both the classroom and online as well as a few tips for parents that may be having a few students hanging around the home a bit more during the day for the ongoing future.
Episode 38 Show Notes
- Guest – Desi Dixon – https://www.linkedin.com/in/design-educate-strategize-innovate-90429613/ – Thank you Desi for agreeing to share your insights quickly after a conversation about the impact of the virus on education!
Episode 38 Transcript
This is Rebecca Clark, Episode 38 Online Learning with Desi Dixon.
This podcast is for anyone that knows they haven’t yet found offered up their best work but are compelled to seek it out and do it. Are you ready to do your best?
This Week we’ve had a rapid escalation of virus information, and as a result, many of the students United States will now be learning from home in virtual environments in fact, K through 12 and at the university level. And we’re also seeing that many people have already gone to tell working for their jobs. And so all of a sudden I noticed online, A lot of people are saying, Oh, we’re just gonna hop online and do all the classes and they’re some nuances to doing that. So this has become a very important time for people with crowds in learning and learning technologies to be able to share some of the different design considerations and different race of actually reading class online. We have a few discussions about the learning in the online environment, and today we’re gonna be talking to Desi Dixon, who has a lot of experience in the classroom and a lot of experience with the online learning platforms, and so does he. Could you just take a minute or two to share with us your background before we hop into some questions and talk about this topic a little further? Yes. So, first of all, thank you or invited me on to discuss, as you stated, a very timely and important topic, given the Corona virus or covert 19 for now. But this isn’t just about hope in 19. It really is about considering what if scenarios and being prepared. Snowstorms, other things happen. We live in a world now that is very global and very transient. Parents get job in different locations and students. Children still need to be educated. So my experience I farted Jenny at the K 12 level, eighth grade English About 20 years ago, I moved up through high school at the university level, at the military adult level with the Army and at the now landed in the Department of the Defense with regard to learning technologies not necessarily in the classroom, but supporting the tools, technologies and systems that support classroom instruction. So that’s a live variety of experience for you to have some insights into some of the things that can go wrong. Candle right can be really powerful online and and what works in the classroom. So thank you for being willing to come on and discuss this especially kind at the last minute, right? Because things have escalated a lot this last week and the discussions were really opening up. You have a background both in the classroom and online and wanted to start talking about how the teacher’s role in the classroom maybe a little different than the teachers rule when it goes to offering education online, whether it’s synchronous or asynchronous shirt, so whether it’s live or whether you’re watching it pre recorded, if it’s okay with you, I’ll start with just a teacher’s role and then what that looks like in the classroom. And then how that translates online. So teacher’s role is to help prudence understand what we already know and then unpack that information in an unfamiliar way. So, for example, let’s just take math, which is easy. So if a learner knows that one plus one is two and they understand productive reason and then the teacher couldn’t help from under then two minus one is one or deductive reasoning. So the teacher’s role is to say, Hey, you know this. Let me give you a little bit more information and see what you can do with it and apply it in a different way. And then they lay your extra information so they layer a little bit more a little bit more, and this is pretty much known a scaffolding, and you can scaffold up or down. But that’s not the only thing, right, so it isn’t just about giving, providing information and watching the learner process that apply it. But it’s about creating the environment where that’s possible. You want learners to feel safe because sometimes they might come up with two minus one is zero or one plus one is three, and so you want to provide a safe environment that they can make a mistake and hurdle that mistakes and learn from that mistake and get better in order for them to get the outcome that is necessary. The goal, the mission, the objective. So then you talk about the environmental factors you talk about reducing the noise, reducing some social concerns to make the student ableto learn and then finally, you have to provide the tools so you might provide building blocks or Legos or a pencil or pen. And so all of this happens in a face to face brick and mortar environment, right? Yes, How? Learning how it’s only apply that online. We have to do the same thing. We have to provide content. We have to provide information. You have to provide a safe social environment as well as the tools to enable that learning toe happen. And that is the same regardless of whether or not it’s basic phaser online. However, the tools change practices change because the environment has changed. The content hasn’t changed. The role hasn’t changed. But again the environment changes. For example, you and I are not co located. You’re in one location. I’m in another location. I can see your face. You can’t see mine in the classroom environment. This right here could cause social anxiety. The fact that you cannot my face but your face is showing demonstrates a vulnerability on your side that I don’t have. I can hide behind not not showing my face in the chat pod. You may not no, All of the students who are involved in the chap hot or you might there might be 15 or 25 learners. And so you may feel uncomfortable with saying two minus one is zero because you’re actually putting yourself in a vulnerable state where you can be criticized. So with that said, it’s the instructors responsibility for providing alternative method for us being assessed, given the social constraints of the online medium. So, for example, maybe I would say everyone in me your responses. And then I would ask Rebecca privately, Rebecca, are you willing to share that response with the class? You did really well. So for a new information, I wouldn’t I wouldn’t just just like I wouldn’t call on an individual just to just go to the board and work out a problem in front of the entire class. I wouldn’t call on a single individual to just put their information in the chat pod the first time without establishing that relationship. In that report and that safe song, your chap hot is a tool, but you also have white boarding. You also have a private chat. You also have discussion boards. You also have file sharing, so these air other tools to support the learner to say, Hey, not only am I thinking about the environment you’re in, I’m thinking about the social constraints, but I’m also imparting you with the tools that you need in order to be successful. Well, this is a great reminder of the technology conversations that take place. You know, if we just had this tool, we just had this technology to realize that technology is wonderful, but it’s all in how you use it, you know, and it’s like power point. Some people hate power point. Other people turn masterful works of art from power points. It’s all in the hands that touch the keyboard and to realize everything. You mentioned the tools. There’s this whole layer of expectations that the instructor has to bring forward the onset to let people know, Hey, we’re gonna use this tool. But when we’re using it here, the rules, you know, here’s how we’re gonna interact and it’s gonna be okay if we make mistakes. And expectation is that we won’t make fun of each other if there is a mistake, because we’re here to learn and grow and help each other, and like all of the I like how you said, you know, reducing the noise, reducing the social concerns and all that becomes exponentially more important. Todd Line I’m even thinking of as you were talking about, you know, the difference between having an animated discussion in person. And if someone puts that same animation into an online discussion board, you know, with capital letters of explanation points that could be construed in many different ways online, where maybe they’re talking face to face, someone would have just been a little more animated, and they might smiled and laughed after it or something. But it could have a completely opposite effects online in an interaction. That’s exactly right. Rebecca, you hear the phrase words have power. Words have meaning in the digital world. Text size tex choices. They have power and meaning as well. We have emotive. You have particular symbols and signs. They have meaning as well. I hate to nerd out, but I remember reading Derrida when he talked about signs and symbols, and it’s almost even Shakespearean. A rose by any other name would smell a sweet Derrida says that what we assign value to in a sign that is what it is. So you talk about all caps or bowl. Many of us interpret that is shouting others interpreted as being really expressive. When I taught English, I ask my students to be very deliberate about their explanation. Is it something that you believe in, Which is why you’re putting an exclamation point or do you think it should be more valuable? Is there a hierarchal of valuable content in your clauses in your statements? And that is why you’re using an exclamation point. However, I’m teaching a different subject that has nothing to do with English. Those type of grammatical lessons I’m not sharing in this particular course. So how do I communicate toe learners these different and digital language components of when to use an exclamation point? Should we use all caps? Should we use bold? Is it okay to use symbols and emoticons? Since I cannot devote the time as a teacher online to a full 30 minute lesson on that, what I have to you do is then I have to model it. So I have to model my use of capitalization. I have to model my use of bold lettering. I have to model my use of signs, symbols and emoticons. And I wasn’t even thinking about that as you’re in this discussion. But because you bring it up, remind me that that can get in the way of the teacher and student learning experience very quickly. If there is a huge gap and understanding on how those were used in the experience and it can cloud the rest of the learning experience for someone unless they’re taught that, Hey, they’re going to be these moments where you don’t understand how they’re trying to actually communicate and, you know, step back and take a moment and realize that maybe you know the language are the symbols, like you’re saying the signs and symbols were being used in a way, maybe you just weren’t accustomed to, and so not to let that get in the way. But that’s a really interesting discussion. In fact, all of the put in the show notes that link. So that’s just that’s even just getting into one detail of what you have to think about when we’re communicating in general. But especially when we go into this online or distance learning environment, definite differences between classroom and online from like what the teacher is expected to do. You mentioned how the instructors have. They really have to be creative in a different way, perhaps, and they are in the classroom to accommodate these needs for reducing social concerns and noise and using tools in a different way. What are some of the ways that a teacher provides overall support to the students in the learning environment? I believe in proximity, proximal discipline, proximal support. And so what we have to do is we have to bring these worlds together, these environments together as well as the people together in a way that feels clothes. One of the things we hear. How do you get learners engaged? One law. I would offer that you have to know your Lerner. And so, even if you’re in no miles apart, different time zones, you can still learn your learner. You might have a learner who’s a note taker. They might not be a hand. It might not be one to make a lot of use of the chat pod, so you have to understand that little dizzy takes a lot of notes. She might actually hand write her. No, G may never communicate in the chat pot. So you would say, Oh my goodness, little Dizzy is not engaged, But she has written three pages of notes in Fort in a 45 minutes a session. Little does Iwas engaged, but what you do is you build formative from plummeted was left minutes that allow little dizzy to interact in her way. So, for example, they may file share. She made transfer her notes. She made, upload her notes, taking a picture she made, draw something out and uploaded or process. If she’s a note taker, she might be a processor, so you might give her an opportunity to scribe out some type of narrative. But Rebecca, she may be may be very verbal. She made process with other people. So you wanna put Rebecca? You’ve heard the opportunity to self select into a group or partner or pear share with someone else because she may have ideas that need to. He solidified through conversation or process to Congress E. But these were always where you’re still the same thing that you would do regular and I and now I shouldn’t say regular anymore because it’s becoming less regular. Let a thankful based environment where I would be able to observe that I would be able to observe that Little Dizzy is taking a long hand in a normal while. Another person, little Marcia is actually she has her cellphone out. But when I walk around the classroom, I see that she’s either Googling Derrida or Googling to plus one. She just because she has her phone out doesn’t mean that she’s even in a text message. She might be texting someone else on the other side of the classroom about some. So this doesn’t mean that someone is not engage with the work because I don’t be a visible sign in the chat pod of their name. What I’m saying, I’m just gonna set, you know, it’s so interesting and you share that it shows that there’s pros and cons going on in the classroom as well as online with meeting clues. Is it? War ends Because I hear this a lot. How do you keep students engaged? Do you? Every 3 to 5 minutes, so you give them something to do, so let them know. Give him a quiz, give almost survey, click here, do this. And for some that might be necessary. But is it really just a check box for me as an instructor to kind of like Pavlov’s dog, like do This wouldn’t be that there’s some type of behaviorism response where I need to know as the teacher. So I’m going to give you something to do, to get some type of data, to reaffirm to me, whereas a process person might take a little bit longer and they might need a little bit more supports. And just because I don’t see a sign of engagement does not mean that the student is engaged. And just because I see a lot of information in the chat pot does not mean that the student really understands the concept. You know, I know for the self paced, online learning, you know where you hit the next and back buttons. I am one of those people where if I get to, I get the next button and there’s one of those little quizzes. I immediately have a negative reaction. I’m like, I don’t want to read the question. I just want to fill in the radio button and hit next. And then if it doesn’t let me go next until I get the right answer that it really throws me like you have got to be kidding me because I didn’t want to be quizzed at them. I just wanted to read the content and move forward, and I might be in a rush, and I might be wanting to just get through it really quick because maybe there’s a file at the end of it I want or for whatever reason. And so on the flip side of that, there are other situations where a little surveyor quiz is extremely valuable and gives people a chance to sure what they’ve learned so far. Ask questions or provide insights. And so it shows. There’s a very careful usage of all of these tools online that even as you were talking, I’m reminded that one of the beauties of online classroom sometimes is that people have a chance to shine may not have in a classroom. So there’s usually three or four people in the class that they’re very comfortable acting with the teacher in front of everyone. A lot of people are sitting there watching some of them just enjoy watching it. Some of them are grateful. The interaction is taking place so that the interaction is not happening with them, which was may growing up and in many classroom situations been online. Sometimes people that it may be extremely introverted in the classroom may feel like, Oh, I can share this idea with no one interrupting. So the examples you gave you know where one person might take? Notes one person, My chat. It shows that if a teacher uses online tools in creative ways, it can bring out the best from different students in different ways. That makes them experience meaningful for the students and the teacher confined out. You know that, Oh, that students struggling or the students learning our Wait a second. Maybe the student would be willing to share this information with everyone that they just shared with me. So it sounds like there is a lot of opportunity online in that space to help students learn in a different way. That isn’t just Pavlov’s dog behaviorists way, but that helps them, explores different ways of learning, and you mentioned in a prior conversation. You know these these online tools, you know you make it a safe place to contribute, and there’s different practices to do that. And someone, if we could talk about that the classroom manager practices when you go into online. You didn’t mention this a little, but there were some other specifics that you shared, like not allowing sarcasm to come into the environment, because that would take away the safe nous of the space. Ask private chat if they’re willing to share their work. Some of those kinds of thoughts Do you have more to add to that? Yes, so thank you for a circling back to that because that was in him. We’re in pin that I wanted to just kind of provide more information. When I talk face to face a learner, make it a 13 on an exam out of 100%. What I would do was I would emphasize that one or two questions that that particular Lerner got correct, and I would say, Please share this, giving the learner the opportunity to be successful. One of the things that adults or people we all learn other people. We learn people’s strengths and weaknesses. We learned that from a very young age and even into adulthood. So what I would find in doing that is that particular Lerner typically had been with these particular student, you know, throughout their career, up eighth grade, they weren’t the one that was always called on. And so that affected their social standing with their peers, whether or not they were known as the dummy. Oh, you can’t read You can’t. This that you would begin to see that that particular student wouldn’t have partners gravitate for thing a comfort with me partner me in this particular class, right? Dubai highlighting little disease work and saying, Hey, can you share this? You and I will work on. The other 18% will work on that by ourselves. We’re not gonna work on that in the class, but this answer that you were absolutely spot on. I need you to go to the with that and the dynamics would shit so in what I learn was that now there weren’t audible sighs when that person had their hand up time for them to group with partners. That person, you know, the other students said, Hey, come sit with me. You’re You’re really good at this part. I didn’t understand that part. And so it wasn’t a problem anymore where they got their paper about what you get. I got a 17%. I gotta talk with it or whatever. But it was Wow, you were called on what you’re good at. I’d like to think that again. In the environment, even online, the instructor has to have the opportunity to showcase the positives in public things that students are doing well in public. One of the you mentioned sarcasm, one person’s joke, is another person sarcasm as instructor with leaders in the classroom. And it’s important for us to model that type of behavior. And even in classroom management online, we can even take five minutes and discuss that. What is sarcasm? What is a joke? And then we can use that as a reference later on and threw out. If we see it becomes a problem, no one wants to be a bully, particularly in this day and age. There’s so many different personality types and characteristic that we consider now, and we want to be inclusive. And so what might have been a joke in my particular culture or age group may come across as cruel or highlighting something or being sarcastic, And so what I would share is to keep the content. The main thing. Provide a little bit of insight into your personality as faras being empathetic and compassion. But anything else outside of the contents really is not time well spent for thinking about engagement. Learners are engaged when their brain is actively learning and processing. If I go on a tangent and I tell a story about the good old days of way back, when and in my experience, a lot of times that is an opportunity for disengagement. If I make oh sarcastic comments to a little dizzy, the little David might think that he would be sarcastic Comment to Little Sam. So it’s important for classroom management to be modeled by the leader in the classroom was the instructor a facilitator and then also the safe. The stage has to be set so that learners know what is and what is not acceptable in that particular environment. I talked a little bit about Children and adults in many people have stated that adult learners have these particular needs and pedagogy. These are the particular characteristics of Children and child learners, and I’ve read a lot of information, and I I understand why that comes without, but I believe that Children want to know what’s in it for me, just like adults learn what’s in it for me now in the adult world, they might want to move up in a career within a child’s world. They might want you to write them a recommendation for football or baseball or college. They might want to know. How is this going to help me right now? Just get to just houses, help me get through one hour of class where I might people, that’s what I need. Yeah, I I’m so I I think that it’s important as we’re talking about classroom management and we’re talking about what we allow and what we introduced into our classroom. We have to not just create a safe space for learning, but we have to understand that time is sacred. And if we allow distractions in our classroom and we allow classroom management issues to Iraq and we have taken away valuable instructional time well and at the time will go by slower too. I noticed I’m remembering my first substitute teaching experiences. Before I had training on being a teacher right on. It was amazing how you know, you think you were doing something that the students would like, which is never the teacher leading from Teacher has the lead. It would become a very long class because you were reacting so much to the different things going on in the class. You are no longer leading the class, and it felt very long, not just for the instructor. But I also felt very long for these students that just wanted to sit and learn and move on to whatever was next on Dhe. I’m being able to be present and taking that leadership role seriously as a teacher, I know that there’s certain things you do in the classroom to do that, but then online, definitely making sure that it is that space for people are there to learn. And I like what you said. You know the difference between adult learners and Children, and I look at so many things I do in my life, and so much of it. I want to be rewarded like I’ve set up a little ways to reward myself just the way I would have in kindergarten with a sticker if I did something that I was supposed to d’oh or receive a token. You know, you saved up for little prizes. Or ever like as an adult, I still need those little rewards for myself, for learning something or for doing something. And so we do have a lot of similarities, were the same. We have the same brain we had when we were little. We just hopefully expanded upon it a little more. In the online environment you have shared with me that you know, there’s a lot of differences from the classroom because there’s ways to collect information that’s is different from the classroom, right? There’s data. There’s different things in the system, on different races, communicate that allow you to gather. I don’t know if it’s more information but information about students in a different way that can be helpful and offering up the best experience for them because is an instructor you have a dashboard, so to speak into this world of what they’re clicking on what they might be communicating, you know, in discussion boards and that kind of thing. Can you share a little bit about nature of technology and what that is now offering for the teacher and the students in these online environments. These are just tools the same way we use tools in the classroom. We have to figure out how to get the same outcome and reach the same goal in a location independent way. So, for example, we have formative and some motive assessment. And then we have formal and informal assessment. Formative. It’s building up toward completion. It’s as you’re forming it. So you allow for mistakes. You want mistakes. You want to see where the gaps are. Summit tip is Hey, By the time you have completed this block of instruction, what do you know? Informal and formal assessment. Informal assessments in the classroom environment are just observation. I’m checking. I’m keeping a rolling tab in my mind. One line it looks a little bit different, and it’s actually so much greater and more robust for the instructor because online we can you rule break. We can provide learners with ways to say, Hey, do you understand this? And how well do you understand it and give you a room Great, that assigns a quantitative measurement toe qualitative data. We use that in regular classrooms, but online you can actually click it. You can expand upon it. You can add videos. You can extend the learning. You can direct learners in a particular learning path by branching activities, providing rewards, providing pop up in order to extend the learning local assessment. You can raid in a particular way where Putin’s can take a particular assessment and see right away not just how well they did on the content, but how well they did in a particular topic area with immediate feedback So they don’t have toe wait until the next day or the next week while the teacher what’s you know, 100 papers in their car and just drives them back and forth to work for a week until Saturday, when they can sprayed them. They can also see how well they did amongst the other learners. So, for example, if I get a 70 on an exam, I am so sad. I’m crying. I feel like the biggest failure. But if I see that pretty much everyone was in the 60 to 80 range, I’m like, Okay, I didn’t get an 80 but nobody got on 100. So, Lerner that’s important to see where I am. But has the instructor how powerful is that that the majority of my scooting did not hit the 100% mark, and even I might have a top learner who got 81%. So that means that there’s some re structuring re teaching, so this is an immediate signal for me. One of the beautiful things of digital content is the immediacy of feedback, immediacy of the back of a murder. Immediate Cioffi back on the content, what was used, what was useful and immediacy of feedback to the instructor on what they used for instruction. Was it useful? Did it support the learning objective? So that’s one thing I don’t want to get into particular Tools or systems Pacific. What assessments are really, really important online? Additionally, using the journaling features the blogging features the grouping features. These are also important because it allows the instructor to peek in to an environment without having to physically be there. For example, a journal. In most instances, I know I usedto have journals. First, I started out with little Hello Kitty journals that had little locks on him, and then I think I had strawberry shortcake journals with little a lot, and then I graduated to composition Notebook. That didn’t have a lot What? I stuffed it in my mattress. But it was five, and I remember in my English class is I was able to have journals about, you know, weekly things, and we will put him in like a milk crate. As we exited the classroom and none of the other students were allowed to look at it, pick up our notebooks. It was on Lee, our car respondents between us and the instructor name was journals online, broke online are not public, their correspondence and communications saying the students and the teacher. And it is another way, uh, an assessment. It isn’t great it so it’s not a formal assessment that is a signs of great, but it allows the instructor to know where the student is environmentally, personally and academically. Other tools that are available online is it gives you data on when a user accesses particular content. So, for example, if little dizzy turns in all of her assignments on Sunday night by nine o’clock, then that means that that’s pretty much probably when she has a lot of time. Some downtime. She complied. Losses. I don’t know when she’s actually completing the assignments that I know. She turns in all of our assignments by nine o’clock one Sunday on Monday I come in, I go online, I check, and little Dizzy has not submitted her assignment. So that is a trigger for me to reach out to a little dizzy, to see if everything is okay. Are you travel? Are you not feeling well? Did you not understand? That is a trigger for me that I can get in a particular report? I could just run a quick report. A weekly summary, for it lets me know habits and behaviors off my learner’s. And so when I see something that I’m able to say something I might not get that information readily available or that trigger to me in a face to face environment, I might have to look and see. You know, is the student absence or is can I look in the student’s eyes and maybe their eyes are a little dreary, you know, But here I can trigger that conversation via email. Be a chat, the a phone call, because I’m able to run this report to see where my students are and to see if there is a break in some type of habit that I’m used to. So these are all different schools that are available to me on line two again assess my students where they are, where they are. So seo emotionally and where they are cognitively with respect to being able to again going back to my initial perspective of what the teacher’s role is. Can I give you content and information at information? So what you already have so that you can do this particular thing so that you can meet this objective and try my best to remove all the barriers that keep you from meeting this objective. And so one of hoping and knowing I Lerner knowing my learner’s with the data that’s available to me with the immediacy of feedback and the tools within the system or within the systems that can provide information to me to support my learner’s. But you know what you’re talking about this I’m realizing how powerful this to be, but how often instructors will try to use all the bells and whistles just because you can writing Rianna just because you can doesn’t mean you should, and the student can feel when something is just being used to fill space, right, some extra quiz or extra comments or whatever. But if the instructor uses these tools in a meaningful way, they can collect some very meaningful data. But they can also collect some junk data. Speak to it in a way that is not actually focused on what you were talking about. Meeting the students needs creating that safe space and really honing in on what will help them absorb the information and learn to make decisions with the information and really collaborate and grow and learn as we talk. I’m realizing that we could have, like, 10 discussions. That’s because there’s so many layers to each sub topic that we’re talking about in the online experience. But it is a great opportunity for both students and instructors to think of different ways to have those interactions and to find out information to share into question and to learn as they’re participating in one of these online experiences. I feel like we’ve kind of just stretched the surface, and yet I still want us just one final question. You know, how can the parents support the learning experiences that their Children are now going to be having online. They had them in the past, perhaps, but now they’re gonna be having a lot more of them. I am a mama bear on, and my Children are 18 and 20 and I am still a Mama Bayer. And one of the problems with being a mama bear is I don’t necessarily always let things play out. If my student Waas or my child cover my son were sitting in the living room or next to the kitchen and their online and I can hear what’s going on, I might hear some sarcasm I might over their shoulders. See, something’s in the chat pod. I’m I see mice, my particular daughter not participating in the chat pod. And I’m like everybody else is participating in the pot. You should, too. I want you to be the Gold Stars duty. One of the things is I am okay with a mother with the s on the front, a smother being, You know, this layer of a mom as well. But it’s important to allow your student you’re learner your child to experience success and failure. Also important to allow them to have a safe space to unpack that, which means you need information as well. So I would say, for the most part, don’t take that online, learning it as a time for washing clothes or cooking the opportunity to go out laddie. Cut the grass, however, use proximity, but also state balance, proximity and face. You don’t hover over the child, but you’re aware of what their experiences much like you’re watching them on their soccer or violin or piano recitals or your there and you’re aware, Be aware and then in a non threatening manner after the experience has been had. You don’t have maybe a car right home from the experience, but maybe have a car right out from the experience. Maybe have a walk in talk after the experience as you’re going to some rewarding thing. Ice cream are fruit, maybe in today’s day and age, but something else that is lighter, where you can say, Oh wow, like, what did you learn today? I heard this that was going on, or I saw you taking nose what’s going on and allow your child to process their thoughts with you their feelings with you, because now you can actually see what you couldn’t see when you sent your child away to school. You only knew about her friend that was talked about a lot. You only knew about the bully that was talked about a lot. You only saw some instances of your child’s behaviors when they came door and had to make some inferences. But how powerful it is to be actually right there in the environment, I would say, Don’t disrupt the environment, right? Because again, the understand that the teacher’s responsibility, where the instructors responsibility is to make sure that there is m a an environment of learning, conducive learning without distracters. So don’t is apparent become a distracter by trying Thio coach from the sidelines. It use that because now you have some really powerful data yourself as a mom or dad to say, Oh my goodness, I am understanding this new method. But there’s some social behaviors. I’m watching how my child behaves. I’m watching their little groups that they how they process information. Maybe maybe one of your outings could be a notebook. Maybe your outings to be to go to get different colored pens or pencils or blank pages that are unlined or poster notes or stickers or something doesn’t necessarily have to be, you know, chocolate or candy or ice cream. But it can say, Hey, we’re gonna go to Michael’s. What do you think you need in Michael’s to create yourself this thinking space or working space in orderto help process this information or this content that you learn today so you can actually now have more information to build your home as an extension of the learning environment and to help your child deal with the social anxiety and their concerns and actually see what my baby is really, really good at and what my baby struggles with. So there’s opportunity in what may feel like a moment of pain work. Those right now that are seeing is complete and rapid switch to oh, we’re gonna be home for three weeks. You know, it’s so thank you for sharing all of thoughts today. Does he not to talk more about this because now it all it’s done is spurred even more questions for me to ask. Thank you so much for giving me up. Only the and how can people reach you if they’re interested in speaking with you. can I share your linked unlinked an email address? What’s the best way to connect with? Does he? Yes, please. So right now, you couldn’t share my length in my email address, and I encourage you to connect with her. She shares lots of great lengths and insights on Lincoln about this very topic. Thank you again. Does he? And glad that you were able to come on the show. Thank you so very much.
Thanks for listening to the show today. If you enjoyed it, I’d love if you’d write a review and share the show with your friends, sign up for a weekly nudge at move your desk dot com. See you next Monday.
