I wanted to share some resources with you at this time:

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6 new strategies in your back pocket, you can help your child get the most out of a difficult experience — and keep conflict at home to a minimum.

1)Get to the root of the issue

2) tips for having a productive conversation about this tricky topic:

A) Pick the right moment.

B) Validate their experience.

C) Ask open-ended questions.

3) Rethink motivation

4) Collaborate with teachers

5) Adjust your expectations

6) Give yourself a break

For more information click on the link to read the full article Keeping Kids Engaged in Remote Learning | Child Mind Institute

"CODE"

https://www.code.on.ca/resource/distance-learning-resources-elementary-drama-and-dance

From CODE Recommendations (see attachment) – some classroom strategies shared with my teachers to adapt for COVID:

Dance

Non-locomotor movement, exploring and creating body shapes in space at different levels, with varied body energy and timing can all be done safely in classrooms, through physical distancing. (CODE Recommendations p. 34). Visual cues and floor markings (eg. tape) will support students with this requirement.

When partnering or moving in small groups, strategies such as mirroring or flocking can be explored through physical distance. (CODE Recommendations p. 26-27)

Whole group teacher guided movement explorations can be done from designated spots including desk area (seated or standing), or by staggering groups, one after another.

Use visual or auditory cues (e.g. visual image, instrument or clapping) to ensure students are clear on when to start/stop movement.

Student groups can take turns using the space when travel movements are the focus of the work or space is limited.(CODE Recommendations p.35) If this is not possible, focus should remain on non-locomotor movement.

Drama

Drama strategies such as role play, scene work, interviewing, role on the wall etc. can be done as a whole class from designated seating structure, or pairs/small groups while adhering to physical distancing.

When partnering or moving in small groups, strategies such as tableau or choral dramatization can be explored through physical distance. (CODE Recommendations p. 22) Visual cues and floor markings (eg. tape) will support students with this requirement.

Vocal work such as choral speaking should be explored in small groups only with students facing the same direction, with less emphasis placed on increasing/decreasing volume.

Use visual or auditory cues (e.g. visual image, instrument or clapping) to ensure students are clear on when to start/stop movement.

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 "ARTS AT HOME"