[jramian]

in reply to: 5.6 Choice Board Peer Review #17897

https://docs.google.com/presentation/d/14hZdyZrEhK9bZwC6PkwADJPUbJ4vZ4NVL2zJxNBtj0w/edit?usp=sharing

Subject- IPR: Anger Management

Audience- 9th grade (ED)

[jramian]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #17895

One of the biggest challenges in supporting ELL, IEP, and 504 learners in an online classroom is ensuring consistent accessibility and engagement for all students. In a virtual environment, it can be more difficult to monitor students’ understanding in real-time, offer immediate individualized support, and build the kind of personal relationships that are often key to student success—especially for those with additional learning needs.

[jramian]

in reply to: 5.2 Supporting Diverse Students #17888

One of the growing trends I’m observing is an increase in both behavioral and learning disabilities among my students. This has led to a wider gap between students who require significant academic and behavioral support and those who are highly motivated and capable of working independently.

A recurring challenge I face is finding the right balance between meeting the academic needs of struggling learners and being emotionally available to students who need support with self-regulation and behavior. Managing both simultaneously can be difficult, especially when the needs are urgent and varied. This ongoing dynamic highlights the importance of differentiated instruction, emotional support systems, and strong classroom management strategies to ensure all students receive the attention and guidance they need to succeed.

[jramian]

in reply to: 4.6 Classroom Meeting Activities #17864

I teach IPR, mostly 9th graders. One of my favorite ways to create an open and social classroom environment is by starting class with a daily journal entry. This warm-up activity is tied to the day’s lesson and encourages students to reflect on a personal level. After writing, several students often volunteer to share their thoughts aloud. This routine not only builds rapport and trust, but it also teaches active listening and respect for different perspectives. It sets a thoughtful, calm tone for the rest of the lesson and reinforces a safe, inclusive space where students feel comfortable expressing themselves.

[jramian]

in reply to: 4.4 Fostering Student Relationships #17863

One of the most effective strategies I use to build relationships with my students, whether in-person or online—is simply giving them time and space to feel seen and heard. Many of my students just want someone to acknowledge their feelings. By allowing time for them to vent or share what’s on their mind, I’ve been able to build mutual understanding and trust. This approach has helped me foster stronger connections because students feel respected and valued beyond their academic performance. It creates a safe, supportive classroom environment where they are more willing to engage, take risks, and open up.

[jramian]

in reply to: 4.3 Remote Learning Matrix #17862

https://docs.google.com/document/d/1Jt8Sdq8DR1O34UI0SLATo3SheLi9I3YarlztJUCU8ZA/edit?usp=sharing

[jramian]

in reply to: 3.5 Your Hyperdoc #17860

https://docs.google.com/document/d/1RHpeiWjqalUqxpEA8i7UK082BR8n8NkLQZg5a4k-6YQ/edit?usp=sharing

My Hyperdoc is designed for 9th grade students on recognizing and reflecting their emotional triggers, while understanding why they happen and explore healthy coping strategies.

Why I chose the “What Are Triggers?” Video-
I chose to include the short video “What Are Triggers?” as the engaging introduction because it’s visually appealing, student-friendly, and simplifies a complex emotional concept in under two minutes. It helps set the tone for the lesson, makes the content relatable, and encourages self-reflection early on. It also accommodates different learning styles, especially for visual learners, and serves as a great hook to increase curiosity before diving into deeper content.

• This reply was modified 20 hours, 16 minutes ago by jramian.

[jramian]

in reply to: 2.9 Digital Lesson and Reflection #17849

Here’s a link to my virtual lesson over managing anger as I teach Interpersonal Relations-
https://docs.google.com/document/d/16agS0FXoL5JdNMmVrkBg_dDXNcpqw2vBW18v5IDsVKk/edit?usp=sharing

What part of your live lesson went well? Why?
The beginning of the lesson went really well. The video from Inside Out caught the students’ attention and helped them connect to the topic. They were active in the chat and seemed comfortable sharing their thoughts. It helped create a relaxed and open atmosphere.

What part of your live lesson could go better? Why?
The main activity with breakout rooms could have gone better. Some students were confused about what to do or which activity to pick. A few groups didn’t stay on task, possibly because the directions weren’t clear enough or they needed more support.

What are 1–2 areas where you think you can improve? What would you do differently next time?

Give clearer directions – Next time, I’ll explain the activity more clearly and also put the steps in the chat or on a slide so students can follow along easily.

Check in more often – I’ll visit the breakout rooms more quickly and maybe assign a group leader to help keep everyone on track.

These changes should help students stay more focused and get more out of the activity.

• This reply was modified 22 hours, 19 minutes ago by jramian.

[jramian]

in reply to: 2.4 Your Digital Home Base #17848

We use Schoology, where I keep the syllabus and class calendar at the top and organize materials by unit and daily work. I also integrate tools as needed. My contact info is listed clearly on the syllabus. Our district uses ParentSquare and PowerSchool for communication and progress tracking.

[jramian]

in reply to: 1.8 Challenges of Teaching Online #17847

One of the biggest challenges I faced while teaching online especially during the height of COVID—was working with my elementary school students who were suddenly expected to navigate digital platforms on their own. Many struggled with logging into the correct sites, experienced unstable internet connections, or simply felt overwhelmed by the abrupt change to their daily routine.

This sudden shift not only disrupted their learning but also made it difficult for me to provide the support and structure they needed in real time. As a result, both students and parents often felt frustrated, confused, and disconnected. To address this, I focused on two main strategies: Parent Communication: I created a simple, clear FAQ sheet with step-by-step instructions and login information for each platform we used. I also made myself available through regular check-ins and quick responses via email or messaging apps. This helped parents feel more confident in supporting their children. Asynchronous Learning Opportunities: Instead of relying entirely on live sessions, I began offering asynchronous activities with video instructions, flexible deadlines, and self-paced tasks. This allowed families to complete learning activities at a time and pace that worked for them, reducing stress and giving students more control over their routine. By combining strong parent communication with flexible, asynchronous learning, I was able to better meet the needs of my students during a difficult and uncertain time. These strategies helped maintain engagement and supported more consistent learning, even when “normal” was out of reach.

[jramian]

in reply to: 1.6 Streamlining Your Digital Workspace #17843

One of the most effective organizational tools I use in my teaching workflow is email response templates. These are pre-written replies tailored to address common questions or requests from students and parents. I can quickly personalize them, which saves time and ensures my messages remain consistent, professional, and supportive.

During busy times especially around IEP meetings or annual case conferences I rely on these templates to handle frequent inquiries. Having these templates ready allows me to respond quickly while focusing on individualized support where it matters most. I use Gmail Templates, a built-in feature in Gmail that lets you save and reuse email drafts.

By minimizing repetitive communication tasks, I free up more time to focus on lesson planning, student engagement, and one-on-one support. Consistent messaging also helps build trust with families, ensuring they feel informed and supported throughout the special education process.

[Author]

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