When I began my teaching career in 2007, more than a quarter of the students at my Queens elementary school were English language learners. Each year, our school seemed to shift its strategy for English as a New Language instruction in a fresh attempt to best serve those students.
Thousands of New York City public school teachers work together in Integrated Co-Teaching classrooms, in which one special education teacher and one general education teacher work alongside each other. But what are the ingredients of a successful classroom partnership?
Here are surprising takeaways teachers can use to make remote instruction more effective: digital games can be incorporated into learning in small doses; students may be “digital natives” but they may need to learn how to use digital tools; digital tools may work best when they replicate familiar experiences; and remote rewards are still rewarding.
Enabling private chats with students, Zoom breakout rooms and modeling classwork for students are a few of the strategies teachers can use to improve learning during this challenging time.