This is my fifth post on Distance Learning. You can check out the other three by searching for “Distance Learning” in the search bar on the right. All posts are intended to help make the transition from traditional to completely-online learning easier. Please use the comment section at the bottom to share helpful ideas, tools, and techniques you use.

I wasn’t gonna do this…

But then this happened:

She’s a really good student. It looks like she’s adjusting well. She’s figuring this distance learning thing out. But it got me thinking…

How many students are having a really hard time with this transition?

and,

What else can I do to help?

The first question is important to ask but the answer doesn’t really matter because one is enough. But of course there are many students at all levels who don’t have it figured out. Some don’t know how to begin. Yeah, they’re calling it coronacation, hiding their true feelings. Deep inside not panic but no picnic, they are stressing.

Their normal is going from class to class and following their teachers’ lead. In the new distance learning world of school, teachers can leave it up to parents to help kids with this transition and many parents will do well. I just think that in this case the teacher’s responsibility to “give students the right tools for the job” extends beyond the bricks and now-locked doors of schools.

We should help.

First, we can help with the transition by easing into distance learning.

Second, we can help our students set up a daily distance learning routine.

Below is what my lesson plan for this looks like. Click on the image if you’d like a copy. The rationale and descriptions follow.

Chronotypes

Michael J. Breus, or the “sleep doctor,” identifies four animals: Bear, Dolphin, Lion, and Wolf to separate individuals into four categories determined by how our biology and the time of day influences our focus and productivity. These categories are called chronotypes. According to Dr. Breus, identifying the chronotype helps a person identify the optimal time or times for his or her brain to focus and execute.

When writing my lesson plan, I summarized Dr. Breus’ findings in 328 words in a teen-friendly What Chronotype Are You? article (copy and use if you wish). This short reading activity will help students identify their chronotypes which will later help them set up routines that best fit their lifestyles and biology.

Optimal Time

When a student identifies her chronotype she begins to understand her internal clock. This allows her to strategically pick the optimal times for her to work on school assignments. The Daily Routine for Learning from Home activity I designed shows students examples of routines for different chronotypes. Here’s one:

The examples are followed by a blank Distance Learning Routine Table students can fill out based on their chronotypes. Notice that I included alternative schedules at the bottom and a third column for students to consider work habits that will support their productivity.

Supporting Habits

Having the routine written down is an important first step. Next comes the follow through - the actual doing of the routine. I am certain students can set up great routines and have smashing intentions on following them but if they do not plan for maintaining focus and avoiding distractions they will lose focus and get distracted.

Enter supporting habits. This might be the most important column in the table because it implores students to consider habits that will help them get stuff done.

If you teach or parent or anything really you know the smartphone is both the most sophisticated learning and access to everything weapon and one of mass distraction. We need to teach students (and remind ourselves at times) to plan for using it the right way at the right time. It’s okay to use the phone to check you social during the five-minute break but if you keeping doing it during a scheduled work session? Well… Shit just got put off… It’ll get done but it’ll be a minute…

Truthfully, I’m addicted to my phone and I’m 42. Teens are like something-teen which means even their will power is willfully contrary. But maybe, just maybe, if they choose the good habits themselves (we might suggest, but they must pick) they will follow through. That’s the hope at least.

Flexibility

I like things being done a certain way. Don’t you? So do our students. Chances are all of us like things done a certain different from each other way. We like things done our way because they are convenient for us. But what’s convenient for us may be inconvenient for our students and the goal of education is not teacher convenience. It’s student learning and students learn best at different times of the day. Their life situation may require they learn during less kosher hours of the day. Distance learning is gifting us with the chance to let them. And does when they learn really matter if they do in fact learn?

Distance learning requires flexibility not rigidity. The sudden transition from traditional to online schooling created numerous inconveniences for teachers and students alike so its important to adjust in a way that invokes the least stress. This involves flexibility with due dates and adjusting how and when you grade summative work.

It’ll all work out for the best if we’re flexible. If a student chooses to get his school stuff done mid-day let’s let him. If another chooses to stay up and grind at night why can’t she? The only question that matters is: Is she learning?

Does it matter when?

Key Points

1. Chronotypes help in figuring out a person’s optimal time to be productive.

2. Routines mean jack if not supported with good work habits.

3. Rigidity wins battles, flexibility wins wars. Coronavirus? It’s a war.

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Hi! I'm Oskar.          I teach, write, and speak to make learning better.

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