Coping with Distance Learning –

PathLight International
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With Your Permission

Asking for teachers

volunteers to take pictures of
them using the Zoom with
their laptops and sending it
to WhatsApp number 610-
6244.

We also need teachers to

write a three lines telling us
how was the online
experience, via WhatsApp.
Thank you
Photo Samples
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610-6244
 e nt Session Aims
st ate m
n Understand the components of online teaching
I Ca
demands

 Explore coping strategies for distance learning

 Explore motivation techniques to improve

distance learning performance

 Connect with Stress Reduction Techniques

 e ake r
Ice br
"A teacher affects eternity; he never tell where his influence stops." by
Henry Adams means that a teacher's influence on a student doesn't end
when the student leaves their class. ... When a good teacher affects a
student, that student will remember it for the rest of his or hers life

Think about your teaching learning landscape. Kindly share

with us one of your most memorable experience as a teacher
 POLL

Have you been coping effectively with distance

teaching/learning?
What are some of the challenges you have been encountering since the
transition to online modality?
9
Stages of First Year
Mentimeter activity
Copy and paste the link into your address bar/search engine
https://www.menti.com/v5bxptu6db
Press enter
Respond to this prompt-
What factors contribute to a high quality distance learning
system of schooling?
Be prepared to expound on your ideas
Thanks!
12
Mc Clary Research – Crucial Factors that enhances Long distance Courses
Equitable use:  “Equitable use involves ensuring content is available to all learners.”  These include
accessibility features like scripts and closed captioning, which some designers may omit to save time.

Flexible use:  “Flexible use involves offering content in multiple formats

Simple and intuitive:  Making content simple and intuitive takes some strategic planning, such as selecting a
single learning management system so students will have a common platform across courses.  “It is
generally a good practice across institutions of higher learning to commit to a single learning
management system, and then develop a common course layout across most all of the courses offered in
it
Tolerance for error:  “Tolerance for error provides students the opportunity easily correct errors

Low physical and technical effort:  “Extraneous cognitive load placed on students involving courseware or
the delivery system should be minimized,” McClary writes (Rikers, 2006). Browser checks, usability
testing, clear design, and assistive technologies “allow students to dedicate more cognitive focus on
content and the learning process as opposed to the learning environment itself.
Community of learners and support:  “Good course design incorporates group learning and
employs technology to facilitate those interactions at a distance”.

Perceptible information.  Perceptible information refers to presenting information in different

ways.  “Perceptible information involves enhancing content with descriptors, captions and
transcriptions….Providing perceptible information involves not only accommodating
accessibility but providing means for alternative access for the benefit of students with
different learning modalities,”

 Instructional climate:  “One thread that runs consistently through research studies is that
interaction is a vital element in the instructional process. Course design and instructors bear a
responsibility to engage students in a meaningful way,”
How Is Distance Learning Different from Regular
Learning?

15
The term “Distance Education” refers to an educational approach in which there is quasi-
separation of the learners and the lecturers in time and space. In distance education, the
instructor and instructional strategy and methods are subsumed into the learning materials
that have been designed as self-directed learning guide for students (Garland, 2010).

In addition, open learning refers to the philosophical construct that seek to remove barriers
and constraints that may prevent learners from accessing and succeeding in quality and
lifelong education. These two terms represent approaches that focus on opening access to
education and training provision, freeing learners from the constraints of time and place,
and offering flexible learning opportunities to individuals and groups of learners.

Precisely, Open and distance learning is one of the most rapidly growing fields of
education, and its potential impact on all education delivery systems has been greatly
accentuated through the development of Internet-based information technologies, and in
particular the World Wide Web (Mossberger, Tolbert, & Stansbury, 2013).

16
17
Strategies for Coping With Distance
Teaching/Learning

18
Tip #1 SIMPLICITY IS KEY

It is critical to design distance learning experiences that have

• very clear instructions and

• utilize only one or two resources.
• to provide resources like readings as PDFs that students can always access.
• Links to tutorials can help as well

Tasks with few instructions often lead to the greatest amount of higher-order
thinking, as students figure out what to do within defined parameters.

Distance learning should push educators to think about how they can be leaner
and more concise with their delivery of new information. 
Tip #2
ESTABLISH A DIGITAL HOME BASE
• You need a single digital platform that your students can always visit for the most recent and up-
to-date information.
• Students need to feel comfortable going to the same place to access the same tools.

The farther away you are from your students, the more important it is to cultivate stability and
practice norms. 

• Additionally, if attendance was a challenge before, distance learning is going to magnify it.
• Your students are going to need to take control of their own learning.

• Your goal is to create a clear framework that allows them to do that.

20
Tip # 3 PRIORITIZE LONGER, STUDENT-
DRIVEN ASSIGNMENTS

Efficiency is key when designing distance learning experiences. Planning is going to take more time and
require a high level of attention to detail. You will not be able to correct mistakes on the fly or suddenly
pivot when students are disengaged.

• Focus on building toward long-term projects where students have autonomy and a clear set of
checkpoints and deadlines that need to be met. Include rubrics with specifics learning domains,
description and scoring sheet.

• When possible, create opportunities for students to discuss what they’re learning with their families
and include an element of student choice to really build engagement. Give students options with
clear guidance. Consider differentiation!

• Collaborative projects provide an opportunity for students of all abilities and learning styles to work
towards a common goal. You can use project-based learning to give students who need extra
enrichment.
Tip # 4

INDIVIDUAL TOUCHPOINTS ARE GAME-CHANGERS

• The human connection that is cultivated in the physical classroom is somewhat
reduced by virtual spaces. How do you build this human aspect?
• While it can be tempting to focus on content in your distance learning assignments and
instructional videos, what matters more is creating structures for personalized
touchpoints with your students.
• emails, video messages, phone calls, messages through your learning management
system, comments on shared documents, etc.
• Create a structure and stick to it. Your students will see your investment and know that
you care about them.
• Establish a check in system-For example five minutes prior to your lesson you chat
with your students or at the end of the week.
22
Tip # 5

Relationships and well-being can take priority over assignment and behavioral compliance.
• In shifts to distance learning, educators will need to actively focus on maintaining
attitudes of inclusivity.

Now more than ever, students should feel valued and welcome regardless of their
background or identity.

Cultural norms and value system impede long distance learning. Agree
/Disagree….Provide Justification
External challenges of the System-Meeting deadlines
23
 Minute Check – in
Take a minute to do the following
before we move on

Add a comment Ask question

to chat box in chat box
How to Motivate Yourself?

25
26
 Roles/Responsibilities Breakout Rooms
Total: 5 breakout rooms @6 to a room
1. Ensure your camera remains on while in breakout rooms – unless you need to take a break and not for too long.

2. Select which person will use their laptop to present information – use MS Word to copy and paste questions an
scenarios or assignment from chat.

3. Even though someone is using their device – another person can present orally what their group member is
sharing.

4. Avoid side conversations when in breakouts – keep to tasks

5. Use the White board in screen share to also do drawings and images if you wish add extra pluff to your work.
 Time to Prep: 5 mins

Present: 3 mins

In your break out group-

Grp 1 What are the benefits of online teaching
GRP 2-What factors affect class/course qualities?
GRP 3-Identify variables that affect success rate of online school
Grp 4. –What instructional tools can you integrate to make
learning more meaningful and relevant?
Grp 5-What recommendation/s can you make as a school to
improve your teaching landscape?
Be prepared to share with your colleagues.
3 mins – coffee break
 Self –Motivation Techniques
Tip# 6

Self-motivation techniques can help you to boost your confidence, think positively,
and set clear goals.
• Minimize distractions. Which distractions tend to affect you most?
• Reward yourself. Find ways to make each task more enjoyable and rewarding in
itself, as well as giving yourself "treats" when they're done.
 .Control your social media. Think carefully about which notifications to keep on, and
which to mute until later. Allocate time slots for checking your phone. And, if you're
still struggling, see if tools like Freedom® or Cold Turkey Writer™ help you to
control your time online.
• Know your goals.-along with short-term, task-related goals, make sure that you're
also clear about the wider career goals and purpose you're striving to achieve. Stay
focus and on TARGET!
 Self Motivation Techniques
Tip# 7
Create physical boundaries.
• If possible, set up a workspace that's separate from your home space.
• When you're working, act like it! Develop a Business Like Approach!
• Avoid going into certain areas of the home, or sitting in certain chairs,
for example, so that you know when you're in "work mode," and
when you're not.
• Have "no-go" zones for technology. Laptops and cellphones can be
useful for staying in touch with co-workers, but they can also leave us
feeling as though we're "always on."
 Self Motivation Techniques
Tip# 8
• Set break reminders. Regular short breaks can help to keep you
energized and focused. Try setting a countdown timer while you do an
hour of work.
• Help your children to let you work. Set up the most reliable childcare
you can, and encourage your children not to disturb you when you're
working.
• Consider taking a short walk before starting your working day. Even a
10-minute stroll could energize you, and help to create a break
between home tasks and work tasks.
 Minute Check – in
Take a minute to do the following
before we move on

Add a comment Ask question

to chat box in chat box
Helping Your Students Cope

35
 Establishing a sense of safety
Tip# 9
• A sense of safety is the belief that your needs — and the needs of those
you care about — will be met.

• Reach out, provide space and encourage students to connect with them or
another trusted adult or counselor to talk about their safety concerns.

• Offer students a way to connect if there is something that they need help with
or are worried about.

• Encourage students to talk to friends or family members on the phone.

• Help students plan some virtual playdates to distract them from their worries.
 Fostering a sense of Connectedness
Ti p# 10
• Make time to ask students about something fun they are doing right now.

• Greet students by name and create a touch-free or virtual routine (similar to a handshake, a hug
or a high five) to invite connection, either online or at meal pickup.

• Consider putting students together in small groups to work on projects or activities and
encouraging students to work together online or by phone. These activities may include virtual
puzzles or scavenger hunts.

• The key is to help the student feel connected to others in the class by sharing an important part
of themselves that helps the class get to know them better.
Tip # 11 Fostering a sense of Connectedness
• Foster a sense of community by highlighting each student’s
contribution to the group activity.

• Plan activities through the use of web-conferencing sites that

allow students to see, hear and interact with each other and
their teacher.

• Talk directly about the importance of connecting with others.

• Incorporate space for play and fun activities into online lesson
plans or take-home packets
 Minute Check – in
Take a minute to do the following
before we move on

Add a comment Ask question

to chat box in chat box
 Take Charge of Communication
Ti p# 12
• To stay focused at home, you need to be in control of communication –
otherwise, it might start to control you!

• Find appropriate times to "check in" with your HOD/ administrators and co-
workers. Small problems can often be dealt with there and then, allowing
you to work uninterrupted afterward.

• You likely need to experiment with communication in the early days of

working from home. You'll want to avoid distractions, but neither should you
"disappear." Over time, you'll discover the right levels of interaction that
builds your supervisor/manager's trust in your productivity, and so prevent
micromanagement on their part.
 Minute Check – in
Take a minute to do the following
before we move on

Add a comment Ask question

to chat box in chat box
 Test Your Stress Levels

5 mins

Share Responses

https://www.bemindfulonline.com/test-your-stress
ADD A FOOTER 45
ADD A FOOTER 46
47
Think-Minute with
A Partner
Discuss with a partner
Risks and Effects of Poor Mental
Health for HS Teachers
Stress Reduction Techniques
Dealing with Stress in the Work-Place
• Research shows that stress is contagious—when teachers are stressed,
students suffer collateral damage.

THE RESEARCH
A recent study of more than 10,000 first-grade students and their teachers
examined the relationship between classroom environments and the students’
mental health.
The researchers found that teachers who reported higher levels of stress had
more students in their classrooms with mental health problems. Based on this
premise-What are your thoughts on this powerful finding?
Specifically, when teachers lacked key ingredients for teaching—ranging from
basic resources such as paper and pencils and child-friendly furnishings and
computers—students exhibited higher levels of

• externalizing problems (arguing, fighting, impulsive behavior, and the like),

• interpersonal problems (for example, trouble expressing emotions and

resolving conflicts), and

• internalizing problems (such as anxiety, sadness, and low self-esteem)..

Stress Reduction Techniques
 Stress Reduction Techniques for Teachers

Try "reframing" difficult situations

Reframing is an exercise in which you view problems as opportunities, focusing on
the positive rather than the negative.

Pare down your to-do list: Analyze your schedule, responsibilities and daily tasks. Avoid to
being involved in too many extra-curricular activities. Distinguish between the "should" and
the “ must”. Express your feelings instead of bottling them up

Do not try to control the uncontrollable

Many things in our life are beyond our control, particularly the behavior of other people.
Rather than stressing out over them focus on the things you can control such as the way you
choose to react the problems
 Stress Reduction Techniques for Teachers
Take control of your environment
If the evening news makes you anxious, turn the T.V off. If going to market is an
unpleasant chore, do your grocery shopping online
Avoid hot button topics
If you get upset over religion or politics, cross them off your conversation lists, stop
bringing it up or excuse yourself when it is the topic of discussion.
Refuse people who stress you out
• If someone consistently causes stress in your life and you cannot turn the
relationship around, limit the amount of time you spend with that person or end the
relationship entire
Maintain social contacts outside the educational institutions
 Roles/Responsibilities Breakout Rooms
Total: 6 breakout rooms @5 to a room
1. Ensure your camera remains on while in breakout rooms – unless you need to take a break and not for too long.

2. Select which person will use their laptop to present information – use MS Word to copy and paste questions an
scenarios or assignment from chat.

3. Even though someone is using their device – another person can present orally what their group member is
sharing.

4. Avoid side conversations when in breakouts – keep to tasks

5. Use the White board in screen share to also do drawings and images if you wish add extra pluff to your work.
In conversing with a novice teacher you hear all the
challenges the teacher encounter with online
teaching.
1. Create a scenario that highlights a few
recommendation that would enhance his/her
online delivery.
2. Roleplay coping skills to minimize effects of such
situations
3. Preparation Time -5 mins Present time 3-4 mins.
Thanks in advance!
Research evidence suggest that students experience some kind of stress in
one way or the other, therefore stress is part of students’ existence and
can have effect on how students cope with the demands of university life
(Ramos, 2011; Rourke et al., 2010).
Designing lessons plans for Inclusive Education
 Minute Check – in
Select one and insert into chat box for
session
3- Things I have learned

2- Questions I still have

1 – Thing I need to know

to move forward
 Wrap Up & Review

1. Google Form with Assignment will be sent for this

session – deadline June 15th, 2020
2. Evaluation form will be emailed to you - check your
inbox. Requirement to fill in
  
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References

• https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-
AY4/edit
• https://www.prodigygame.com/blog/universal-design-for-learning/
• https://www.tolerance.org/sites/default/files/general/seven_principles_of_universal_desig
n.pdf
• https://www.mindtools.com/pages/article/working-from-home.htm
• https://www.commonsense.org/education/articles/7-ways-to-make-distance-learning-more
-equitable
• Smith, K. (2016). 
Toward an Understanding of Training to Teach Online: A Review of the Literature.
Pearson Efficacy & Research
• https://www.pearsoned.com/9-strategies-for-effective-online-teaching/