I created a Google Form, along with a emotional identification chart I illustrated, to use as a daily check-in form with each of my live classes.
Remote Learning & SEL
Social Emotional Learning needs during remote learning for my students.
Last year was hard.
Many of you know students who struggled. Teachers did, too.
I generally have a caseload of 145-150 students per semester.
We had a low rate of participation in our district for remote learning. My classes had between a 40-60% attendance rate for each live class session.
The school found that we had an average of 55% submission rate on assignments during remote learning across the board.
Some students never attended a live class, nor ever made contact in any way.
In a meeting of 15 students at a time, I would only have 1-2 that would turn on their cameras. (Cameras were encouraged in our district, but not required.)
Students also were very hesitant to speak aloud on camera. Some were comfortable typing in the chat, but not all.
It was hugely isolating for everyone involved.
I wanted to not only give students an appropriate amount of content, and make good use of their time with me, but also address their SEL (social emotional learning) needs.
Daily Check-in Form
Thoughts in Construction:
I originally was going to use copyright-free imagery, but none of the emotion illustrations had the breadth of the emotions I wanted, and most of the illustration styles were too immature for high school students.
I created a base shape, and iterated off of known emoticon ideas, trying to keep the illustrations as clean and consistent as possible.
I also included questions about other mental and physical well-being concerns.
I added spaces for free form answers as well.
I posted this for each group of students I met with during our live sessions, but the form also lived on our Google Classroom page so students that did not attend a live session could also complete this.
This was an incredibly useful tool.
One of my biggest concerns was the lack of communication and feedback I was getting from students. This allowed me to gather information in a non-threatening way, that wouldn't put them on the spot nor embarrass them.
The information I received from student allowed me to immediately follow-up with them as individuals, or to contact their guardians, coach, and/or counselor.
I found about 82% of the students attending live sessions used this form consistently.
Students who did not attend live sessions also used the form.
I received written and verbal feedback from students stating they appreciated this option for communication.
This was another pathway to building rapport and trust with my students. If they told me something via the form, they knew that I would get back to them within 24 hours.
I was able to connect at least 3 students with their counselor, who got them into mental health supports asap, as well as alerting their guardians to the issues.
I was also able to provide this graphic to Oregon Teen Librarians for their use.