3 things I’ve learned about distance learning as an online tutor

Jason Silverberg, M.Ed., joins us as a guest contributor to share his insights about remote learning. He has been a classroom teacher and popular tutor since 2004.

Ever since the world turned upside down, many parents have been in a constant state of uncertainty as to what type of schooling environment is best for their children. Is it safe to return to campus? Could lessons taught over Zoom really be effective? Well, ever since shifting all of my tutoring online in March, I’m proud to report that I have had much more success than I originally thought possible. I’ve learned a lot about connection, improvisation, and perseverance, and I look forward to seeing my students continue to meet and exceed their goals. Here are my top three takeaways from the last six months as an online educator.

A positive outlook is key.

To a lot of people, education just seemed too hands-on and interpersonal to move to an online medium. But as anyone wearing a mask and social distancing will tell you, sometimes doing what seems uncomfortable might just be the best way to move forward. People, especially children, are resilient. If the goal is to learn with no threat of spreading the virus, online tutoring is the safest bet. Starting off with a positive mindset makes all the difference. You get out what you put in.       

Vibe is fully translatable.

A teacher is more than just a random person, and a classroom is more than just four walls. It’s the teacher’s personality, vibe, and surroundings that create a unique, welcoming atmosphere. Whatever you bring to the classroom can also be conveyed online, especially a sense of humor. Nothing cements a friendship like cracking up together! Ironically, being limited to the confines of a computer screen actually feels limitless in a lot of ways. This even applies to my students whom I have still not yet met in person. Seeing my home, my drums, my plants, my cat, etc. gives them more of an opportunity to see what we have in common, which of course only strengthens our bond and makes learning much more of a fun experience.  

Being face-to-face on the screen rather than side-by-side at a table also makes it easier to notice when students get distracted. At these times, I can always tell what they need in order to get back on track. Redirection? A change of gear? A brain break? A quick conversation? Even taking one minute together to watch a youtube video of a puppy can make the rest of the session even more focused than before.

Being in the driver’s seat further opens the open road.

Online tutoring may seem impersonal at first glance, but it actually allows students to work for extended periods of time with their teacher one-on-one…an extremely rare occurrence in most classrooms. In this type of setting, teachers can more easily assess a student’s specific needs, reinforce unclear concepts, and even identify and repair past educational misunderstandings that might have normally gone undetected. 

Watch Jason in action in this video from a tutoring session. [TutoringMindset.com Disclaimer: I do not claim to own the rights to the songs or movie clips in this video. 😇]

My students know that they can only succeed if they meet me halfway. Signing into sessions on their own, taking initiative, and asking clarifying questions encourages and empowers them to take their education into their own hands. Of course, these feelings contribute to their ongoing ability to consistently surpass expectations throughout their academic career and beyond.

When the world gets back on its feet someday, I look forward to seeing the many ways in which schooling may change. Regardless of lessons being taught online or in person, I take comfort in knowing that the connection between the teacher and the student will always remain the most important aspect of education. 

Jason Silverberg

An honest look at the fall

Pam Nicholas is an extraordinary educator who serves as executive director of Huntington-Surrey High School. Below, she shares her candid thoughts and feelings about the challenges and uncertainties of the coming school year amidst the COVID-19 pandemic that is currently surging here in Central Texas.

I, like many other parents and people in the education community, have been glued to any news or information about what school district plans are looking like for the fall. As both a teacher and an administrator for our small private high school, I have so many emotions running through me about the idea of returning to school in the fall.  I know that many kids learn best when they are face-to-face. I miss hugging my kids (okay, students) every day. I miss seeing them face-to-face, and I even miss going on my occasional Starbucks runs for them. It was hard to see them only online in the spring and to know that they too were emotionally struggling with so much going on in the world.

On the other hand, having my own personal health issues, I am not one to take my health or anyone else’s for granted. I was proud of the fact that my school managed to both help flatten Austin’s curve in the spring and provide our students with an excellent virtual education with no missed days of school. Now, these summer months are leaving me with time to reflect on what went well, what could be improved, how we can keep our students engaged, and how we can best support our kids, our teachers, and our families in these very disconcerting times. 

With hospitals in Austin getting close to being overwhelmed, it is troubling for me to hear elected officials talk about having schools return to face-to-face classes in the fall. There is so much talk about how the virus is mild in children, but the facts of the matter are that some children do get quite ill and children can transmit the virus between one another, to their families, and to their teachers. There is no way to predict right now which one of us will have a mild case, who will have severe illness or ongoing medical issues to contend with, and who will die. As a private school administrator, could I ever live with the fact that I did have the “luxury” of keeping school virtual but I chose not to, and someone were to get seriously ill or die because of that choice? I know some of my parents are really wanting to return to face-to-face instruction because, of course, it is the best way for their kids to learn and there is nothing like face-to-face social interactions with their friends. However, I’m not one to gamble, and I am certainly not feeling comfortable gambling with the lives of the people in my community. 

As a private high school, we were and are extremely privileged in the sense that our kids are old enough to be home by themselves, if need be, and our kids are already extremely familiar with technology. With our very small student-to-teacher ratios, we could still pay a lot of attention to each student during class times and were able to be available to them outside of regular class times for extra help. I won’t say everything went perfectly transitioning to live, online classes (we were Zoom-bombed only once, thank goodness!), but I know that our kids knew we were there for them, got to have some pretty interesting conversations, still managed to learn new skills, and were able to practice those skills with the live support of their peers and teachers. 

So, what were some lessons learned, and what can we, as parents, educators, or, like me, both, do this coming fall? All of us need to have some positive interaction during the day. Having good, interesting conversations, even virtually, keeps kids engaged. Teaching using Socratic methods also helps to keep them engaged. We’ve learned that some kids are still going to struggle, especially those with ADHD. Our ADHD students can spend hour upon hour on a screen playing Minecraft, but it is quite different from taking an online course. We have found that having them attend class via cell phone in a well-lit room with just a table or desk really helps with mitigating the temptation to use other apps during class time.

Parents helping kids stay organized and on top of their homework as they adjust can help a lot, too. When kids were out and about during the day, it was easier to make sure they were doing their independent work at a regularly scheduled time. Now with them home all day, it is easier to assume they will just get it done. That really isn’t the case. Parents with children of any age can help their kids find success by having them on a consistent routine, including time slotted specifically for homework. Regular sleep times, physical activity times, and homework times can go a long way.

Another way to help our kids in an online environment is for teachers to record their classes. Our school will be posting them online so that if a student wasn’t able to focus, for whatever reason, the class is there for them to see at a better time. We are also continuing our study halls during the school days so kids can get their homework done with a teacher live to help them and make sure progress is being made on assignments. It’s important for schools to be able to provide one-on-one help if they can, even if it isn’t academic help. Our teachers will continue to simply check in with each of our students to find out how they are coping. Offering frequent “just for fun” opportunities can help, too. This summer and beyond, we will continue to offer online social opportunities for our kids to virtually get together. Working hand-in-hand with our parents, students, and faculty, we will give our students the best possible educational experience we can provide.

Times are tough right now for most of us, and alt-ed schools have a lot of difficult decisions to make over the coming days and weeks. The balance between the grown-ups having to work, the children needing in-person attention, and everyone wanting to help keep everyone safe is an exceedingly difficult one to find. I know we are all going to try our best, and hopefully working together with a lot of patience and empathy, we will make the best of what seems like an impossible situation.

 
Pam Nicholas

MusicAlly: Bringing musicians and remote learners together

Here at Alt Ed Austin, we always—but especially in these difficult times—find joy in shining a spotlight on educators and artists who are using their time and talents to meet the evolving needs of learners in creative and generous ways. This guest post, from MusicAlly’s Caeli Smith, is music to our ears.

On March 12, 2020, I played what would be my last performance for a very, very long time. I savored the time on stage at Miller Theater at Columbia University, performing with internationally renowned pianist Simone Dinnerstein. It was an all Bach concert, and I luxuriated in the music and the feeling of communicating with my colleagues on stage. With no conductor, we used our bodies and eyes to send signals to each other and play in tandem. The evening had a special gravity. We all knew what was coming.

The next day, wham—my entire performance season was obliterated. I deleted everything from my calendar, too sad to remember what I was supposed to be doing that day. I spent a few days lying glumly in bed. It was obvious I needed a productive, creative project, and quick.

My passion has always been at the intersection of music and education. I’ve been teaching for 15 years, both privately and in New York City schools (and now as an adjunct professor at Juilliard, my alma mater). When Covid-19 hit, teaching was the only part of my life that continued uninterrupted. My students were game to move our work online. To my surprise and delight, I realized that one-on-one instruction with a dedicated student translates rather well to Zoom.

In fact, online teaching has made me a better teacher. I’m more concise with my instruction; more precise with the notes I type up to send to students after the lesson. And my students are better, too: more responsible, focused. There are some things I can’t do for them now. So they do it themselves.

Teaching on Zoom got me thinking about accessibility. In an instant, a student anywhere in the world can be connected to a world-class teacher in New York City or Paris. No waiting for the bus, no getting home too late to finish homework. An hour-long lesson is truly an hour’s investment, for both the teacher and student.

This summer, kids are stuck indoors, in many cases without access to summer camps, school programs, or outdoor play. They desperately need art, structure, and invested mentors. So I founded MusicAlly, which connects kids around the world with online music lessons and peers.

Classical music has a notorious accessibility problem. To break into the circuit, you need an instrument, weekly lessons, maybe summers away at Interlochen. It’s not cheap.

Everyone needs an ally when they’re studying an instrument – whether that comes in the shape of a teacher, a fellow student, or a dedicated parent. I realized that if my program could charge market rate for lessons with the highest-caliber teachers, we could use half of that money to fund a second lesson for another student who wouldn’t otherwise ever have quality private instruction.

All kids who study music know that the best part of playing an instrument is meeting and playing with other musical kids. The first time I played chamber music, at age 11, with three other middle schoolers, a lightbulb went off in my head. (Actually, it was more like fireworks.) This was the stuff. It was what I would do forever.

I designed a PenPal program to match MusicAlly students by age and experience. Our PenPals send weekly “what’s up” emails and twice-weekly practice videos as well as recording duets over Zoom. The correspondence keeps students accountable for their practice and encourages and motivates them in their progress.

MusicAlly has received applications from kids (and adults) in Japan, Romania, and across the United States. My dream is to build a global network of music students who connect with the best caliber of teachers, build relationships with other musical kids, and, most importantly, develop a life-long love of music. Even though live performance is on the shelf for now, music is never postponed.

Caeli Smith  |  MusicAlly