10 Tips for Virtual Learning and Homeschooling Success
All kids are different, but every child can benefit from structure and preparedness. Here are some tips to consider when preparing for virtual learning or homeschooling.
1. Establish an organized space of some kind for “work.” This will help your child switch into “school mode” more easily than if you are attempting to instruct in their play area where they can be distracted by toys or other activities or a different place every day. Sleep experts also recommend limiting bedroom activities for children who have difficulty sleeping. If your child has a hard time falling asleep at night, or staying asleep, it is not recommended that his or her work space be in the bedroom. Your work space does not need to be fancy, but consistency will likely help support your child being ready to learn and work.
2. Limit distractions, such as TV, toys, loud pets, etc.. to the best of your ability. If something is available to look at and be interested in, kids will be looking at it. You want the teacher doing the lessons to be the most interesting thing in the room at any given time.
3. Consider your seating arrangement. For children who have difficulty staying seated, consider the position of his or her chair. A chair that backs into an open area could increase temptation for a child who runs away from the work area. A chair that faces the window to a busy street could be challenging for a child who is easily visually distracted. Not all kids will work best in a regular chair. My older daughter prefers to sit on a ball, my younger daughter does best in a chair that is more supportive and has arms. I need a chair that cushions my old rump. We all need what we need. Many classrooms now offer “flexible seating” which means that children can choose chairs based on what is comfortable for them and that keep them alert for learning. Try to be flexible with your learner about needing breaks to stand up and move around, switch positions, or even stand while learning as long as it isn’t distracting their attention. If your child has flexible seating or a special seating arrangement written into their IEP or 504 plan, talk to your school. They may have options for you to bring home and borrow. Be comfortable and be sure you child is at a comfortable height for accessing their materials. If your child has OT or PT services, talk to their providers about suggestions that will work for your child based on his or her profile and abilities. If children are physically uncomfortable or having difficulty supporting themselves, it will be harder for them to focus and learn. If you are uncomfortable, you will not feel as good about supporting your child.
4. Be prepared with general materials you may need to support your child in learning and have them at easy access. Consider both the activities the teachers (and/or you) will be teaching for your child’s grade level and curriculum. Looking at your school’s website and checking out any recommended materials lists can be helpful. For younger learners you also may want to consider purchasing, borrowing or creating materials that may help support hands on learning, such as an interactive wall calendar, weather chart, number line, alphabet chart, manipulatives, etc.. Many schools will be offering pick ups of materials, so communicate with your school about what things you might be given. For younger and earlier learners, distance learning can be very challenging due to the reduction in opportunities for hands on learning. In the spring, my daughter had a math unit on measuring. In her math book, there was a paper ruler that we could cut out and use and it was a disaster for her. It was flimsy and with her motor delays, she ended up tearing it and ripping it. I was able to find a wooden ruler at target for less than a dollar and it was much easier for her to finish her assignment. It is important that your materials be organized and accessible enough for you to gather them quickly and efficiently if your child’s teacher asks you to. Instructional time can be wasted if you have to keep getting up and getting things! If you have questions regarding common materials for individual grades or classroom types, talk to your child’s teacher when school starts. I’m also happy to help!
5. Consider your child’s ability to organize their time and complete tasks. Very young children and individuals with disabilities can tend to have a harder time understanding the patterns of time and how long specified amounts of time will last. They need support on understanding when activities will begin and end. Many learners with disabilities may perceive non-preferred activities as lasting FOREVER, or highly preferred activities ending too quickly. Consider using specific statements while working that clearly define the length of an activity. Instead of “when you finish this you can have a break,” say “Do these five problems and then you have a break” or “I circled the ones you have to do!” Most teachers who will be teaching virtually will likely have predictable schedules set up for their classes. Your child may benefit from a schedule they can see in their space and work on following along with. You can write activities on a piece of paper and cross them off as they are done, use a white board or even use pictures if or actual objects if your child is not a reader. (I will have a separate lesson on creating visual schedules for learners!)
6. Have a plan for rewarding your child. Adjusting to virtual learning has proved extremely challenging for the majority of learners. It is highly likely that verbal praise from a teacher viewed through a computer screen won’t be enough to keep your child motivated to want to work. Continually, children with social deficits may be less reinforced by social praise in general and the distance will make this even more of a challenge. Think about what your child likes and have a variety of options available. Some ideas for younger learners are stickers, stamps, bubbles, legos, star charts, giving tickles, hugs or high fives. Consider having some “big ticket” items like jelly beans, chips or a special toy stashed to offer as a reward for completing lessons that might be extra challenging or boring for your learner. Children can also earn “tokens” or tickets to trade in later for other rewards or prizes, such as a special game time with mom, books, time for video games, etc.. (whatever the child likes). Try to reserve some fun activities or rewards to provide to your child contingent on them completing their school work. If they can get access to certain things at anytime outside of school sessions, the value of the item will be reduced. You will be most successful using rewards if you control the child’s access to the rewards until they are able to reliably monitor their own progress. Try to deliver praise and encouragement frequently to your child. And, don’t forget to praise yourself. This is very hard and you can do it!
7. Schedule time EVERYDAY to prepare for your day. If your child wakes up two minutes before it is time to sit in front of the computer, its highly likely that they will be unsuccessful. And if you’re anything like me, if you were to try to sit at that computer before at least one cup of coffee, you would also be WILDLY unsuccessful. Factor in time for breakfast, bathroom trips, COFFEE and to minimize other distractions before sitting down for class time (get that dog walked before class starts!). Having a set routine will help your child prepare for their day.
8. Make a plan to alternate seated and more active activities throughout the day. Young kids cannot sit for extended periods of time without movement (neither can their parents). If you are given flexibility in when to support your child in completing their work, structure your day by presenting more challenging activities when they are more alert and save easier activities for the end of the learning time when they are more tired. Follow challenging activities with a break. Following a break, present activities that your child is more willing to transition to. Consider giving your child choices of which activities they want to complete first. Give yourself a break if you need one.
9. Don’t suffer in silence! If you are having a hard time or need extra support with your child, ask for help. Reach out to your child’s teacher and be patient while waiting for their response. Remember that the teachers are going to be handling multiple challenges in the beginning of the year, but they do want to be there for your children and they will help you if you ask for it. When requesting help from your teacher, try to be as specific as possible regarding your issues. Telling your teacher “he always runs away from the computer when it’s time for math,” gives her a lot more information than “he won’t listen to me.” If you feel that your concerns are not being addressed in a timely manner, do not hesitate to reach out to your school district or, if you have an IEP, other members of your child’s team.
10. Be gracious to yourself. Don’t expect perfection. This is really really hard and parents across the world are having their worlds turned upside down to adjust to the new rules and regulations. Be flexible and recognize that you may need to make changes to your routine or learning plan based on how well your child does with it. Teachers will be doing the same. You can do this!