1.

Expectations for Online Student Behavior Vary During Coronavirus School Closures

There are countless distractions while learning at home: a cat walking across the keyboard, a
sibling goofing off in the background, a comfy bed to lounge on, a pantry full of tempting snacks.

As teachers tread into uncharted territory with an abrupt mass transition to online learning,
many are now having to decide: How much should they be enforcing school rules via webcam?

Some teachers are making their own set of online class rules and posting them for others on
Pinterest, Instagram, and other lesson-sharing sites such as Teachers Pay Teachers. Many of
these posts seem to replicate the expectations of a normal school day as much as possible.

The Idea of 'Learning Loss' Begs Us to Ask, 'Loss From What?' (Opinion)
“Find a quiet place, free from distraction (sibling, pets, parents, televisions),” one set of Zoom
class rules said. “Video needs to remain ON to promote focus. Eye contact should be
maintained. Refrain from chewing gum, eating, or drinking in front of the camera.”

“Remember,” the poster said, “this is a class, so treat it as such.”

According to a nationally representative Education Week Research Center survey of more than
900 educators, more than a fifth said that during school-building closures, they have taught live,
virtual classes at specific, predesignated times where students can interact with each other and
with the teacher. That can give students a sense of normalcy and connection—but it can also
leave teachers trying to keep students on task and engaged in virtual environments they are not
familiar with.

As a consequence, expectations for student behavior in online classes range widely from strict
adherence to physical classroom rules to much more laissez-faire approaches during the school
building shutdowns. One teacher, for instance, told students to dress appropriately as they
would in school, not to eat or snack, limit distractions, and be mindful of their surroundings.
Students who don’t follow these rules will be removed from the virtual classroom and given a
zero, the teacher wrote.

But these types of strict guidelines have raised some concern among educators, who say that
students need to be given grace during a difficult, scary time.

“Student well-being and faculty well-being should be the priority at this time, and teachers
should be flexible where they can be,” said Ryann Fapohunda, the co-director of the Teaching
and Learning Center at the National Cathedral School, an all-girls private school in Washington,
D.C. “Is it more important how students dress and are presenting themselves, or their social-
emotional well-being? If students are adhering to guidelines in class—participating, showing up
—I’m inclined to not call them out for wearing a hoodie or being in pajama pants.”
Striking a Balance
Leah Smith, a 7th grade English teacher in Litchfield, Conn., has a few basic ground rules for her
live virtual classes: Mute your microphone when others are talking, don’t purposely distract
others (that means no practicing TikTok dance moves on video), and above all, be kind and
respectful.

She hosts a 20-minute lesson each day on Google Meet, and then students can connect
individually with her afterward. Teachers don’t have the ability to mute the entire class in
Google Meet, so establishing these classroom norms early on was important, said Smith, who
adapted these norms from a colleague. (Zoom does allow teachers to mute everyone, but many
schools have shied away from using the videoconferencing tool due to privacy and security
concerns.)

So far, there haven’t been any major behavioral issues, Smith said. She’s tried to strike a balance
between maintaining order and embracing the quirks of learning from home.

“The first day, they all seemed to be munching on something, so I grabbed a snack and munched
with them,” Smith said.

Students can’t wear hats at school, but they’re allowed to at home—they even had a virtual
crazy hat day. Smith also spent a chunk of class time one day encouraging students to show off
their pets.

Now, “typically when a cat walks across the screen, I’ll say, ‘Oh, cute cat,’ and keep moving and
not make a big deal of it,” Smith said. “To not accept some of those funny moments is not really
conducive to teaching middle school, but at the same time, it needs to be harnessed so you can
get things done.”

While students are allowed to work from their beds, she’ll tell them to sit up if she sees them
lying down. And Smith had to remind students to keep their chatbox usage appropriate after she
noticed them sharing their TikTok handles with each other during class.

Still, “the last thing they need is to have somebody be super strict with them,” she said.

Other teachers echo Smith’s sentiments. This is a scary time, and students need reassurances
from their teachers, not punishment and extra rules, said Dave Austin, a 7th grade social studies
teacher in Marlton, N.J.

While he hasn’t yet started live online classes, he plans to maintain his normal class
expectations—don’t talk over each other, don’t be inappropriate—while letting other behaviors
slide.
“We have to give them a little slack,” he said. “My kids are 12 years old. They’re anxious, and
they’re scared, and if [they’re] in their room in their PJs, having a snack while they talk to me
about the Second World War—you showed up, that’s fine.”

‘School Rules in Someone’s Home’

Plus, some classroom behavior expectations are out of students’ control in remote learning
environments, teachers said. Students might not have their own private, quiet space to log on to
class meetings. Their parents might be at work or working from home and unable to supervise.
Students might also be tasked with watching younger siblings while their parents are at work.

“It’s a situation where we need to extend grace,” said Merisha Leak, the director of outreach for
a charter school in Charlotte, N.C. “I don’t think it’s a school’s right or a teacher’s right to
enforce school rules in someone’s home.”

Students might already feel vulnerable for opening up their homes to their classmates, she said,
and teachers need to “come up with equitable practices that would work for all families in a way
[in which] we aren’t causing anxiety or stressing anyone out.”

Teachers also need to be conscious of the fact that students are not receiving the same
behavioral supports at home that they got in class, said Kenneth Schuster, a clinical
neuropsychologist at the Child Mind Institute, a national nonprofit for children with mental
health and learning disorders.

Children with disabilities are still entitled to special education services during online learning,
which many schools have been scrambling to make work. But they might look different during
online learning, which can be an adjustment, Schuster said. Even informal supports—like a
teacher tapping a particularly active child on the shoulder to remind him to focus—are no longer
available in a remote learning situation, he added.

And the lack of those informal supports, as well as other factors, could be having an impact on
the level of attention students are giving to their online schoolwork. The Education Week
Research Center survey found that when teachers were asked to select a major challenge for
instruction during school closures, a third of teachers said their students have “a lot more
trouble focusing on work at home than they do at school.”

Nearly three-fourths of teachers said their students’ engagement levels are “somewhat” or
“much” lower during this time than they are normally, and 66 percent of teachers said students’
morale was “somewhat” or “much” lower.

Teachers’ own morale has also taken a hit, according to the survey.

“I think we really should remind teachers that they’re doing a great job, this is uncharted
territory, and we’re all figuring it out,” said Fapohunda, from the National Cathedral School in
 Washington. “I would really encourage them to adapt a less-is-more approach. What success
may have looked like when they’re physically in school will look different now.”

SOURCE: Will, Madeline. “Expectations for Online Student Behavior Vary During Coronavirus
School Closures.” Education Week, Education Week, 18 Nov. 2020,
www.edweek.org/teaching-learning/expectations-for-online-student-behavior-vary-during-
coronavirus-school-closures/2020/04.

2. Impact of online learning on school education

Online education has gained immense popularity among working professionals and students
pursuing higher education. These categories of online learners find immense benefit in the
autonomy and flexibility that these courses offer. Online courses can be planned around their
schedule which may include full-time employment, internships and caring for family. Online
learning can also help them take out some quiet time to study.

Distance learning has been around for a long time, even before technology made it extremely
accessible. Traditional schooling is now seeing an increased proliferation of virtual training
materials and online courses. Even in a world of tried and tested schooling systems and
curricula, the most successful schools are the ones who adapt to the changing times, as well as
to the expectations of students, parents and the society. If online education is here to stay, then
what are its implications for traditional learning? Instead of focusing on pros and cons, the
conversation we should be having today is about leveraging online education to make our
education systems more conducive to learning.

Online courses call for a greater amount motivation and self-discipline than a classroom-based
course. A classroom has one or more instructors and peers, who can hold a student accountable
for their course-work. In contrast, online courses involve setting our own goals, tracking
progress and meeting deadlines. One does not learn effectively in isolation so online courses do
offer discussion forums, email and one-on-one support. Technology also adds on to the visual
experience by incorporating animations that can be used interactively for effective learning and
communication.

The classroom advantage

A school provides structure, support, and a system of rewards and penalties to groom its
students. Traditional classroom education offers the benefit of face-to-face interactions with
peers which are typically moderated by a teacher. It provides children, especially those in their
early developmental years, with a stable environment for social interactions, helping them
develop skills like boundary setting, empathy and cooperation. It also allows plenty of room for
spontaneity, unlike a virtual learning setup.
Online education in the context of schooling

As students progress to higher classes in school, they seek more autonomy and intellectual
freedom. Online learning can help them pursue highly individualised learning programmes,
possibly even college level courses. These, combined with hands-on exercises, real world
exploration, and thorough assessments, can be highly beneficial to their learning progress. They
can explore their options by trying out introductory topics from different fields, before
committing to a specialisation. Online learning platforms can help these students become more
independent learners, before they make their way into college. I believe that we must not hold
back students from pursuing an online course but instead provide them guidance as they
navigate through it.

Mobile apps that provide enhanced learning opportunities for school children have become
quite popular as of late. Since mobile phones have already found their way into their hands,
these apps are being used to supplement classroom learning. Teachers and parents need to act
as anchors and mentors, curating the kind of educational content students are exposed to,
during this tricky phase of exploring the right career to pursue.

Virtual public schools, that offer full fledged K-12 education have already sprung up in some
parts of the world. They even offer a combination of the traditional system with online
education. There are programmes that provide support to families that wish to home-school
their children in the form of online course material. These programmes bring parents and
teachers into the fold, by involving them in their child’s education from the get go. However,
their effectiveness in the long term needs to be studied.

Online learning programmes will also open up opportunities for children from the weaker socio-
economic communities who have limited access to learning resources i.e. teachers, text books
and infrastructure. It will connect them to a global network of online learners, exposing them to
new perspectives. The ideas that they receive will not be limited by the number of heads in one
classroom.

Online education for educators

Online education can also be designed to accommodate a variety of learning styles among
students. As educators, it is likely that we will have to put in additional efforts to incorporate
online learning programmes into the curriculum in the most suitable manner.

Online training programmes are helping teachers/educators advance their skills in curriculum
implementation, policy, education systems and leadership, both independently and with the
support of their institutions. It lets them collaborate with their peers and learn new instructional
skills that are relevant to their career. These programmes can help them develop new skills and
capabilities in their students with the help of technology and interdisciplinary approaches.
 As the overlap of the traditional and online modes of education is becoming more and more
inevitable, we owe it to our students to make their education relevant to their future through
ingenuity, passion and careful planning.

SOURCE: Naveen K M. “Impact of Online Learning on School Education.” EducationWorld, 9

Feb. 2021, www.educationworld.in/impact-of-online-learning-on-school-education/.

3. How Virtual Learning Can Affect Academic Performance In 2020

Virtual learning, also known as Online learning or distance learning has been transforming the
face of the education system for quite some time. Now, it is fast becoming an integral aspect,
and a common tool, in the wider aspect of higher education, as a result of the COVID-19
pandemic.

Apart from providing an alternative method of learning in the digital age, online learning offers
students the chance to learn new skills or improve existing ones.
The flexible and interactive nature of online learning makes it very effective in career
progression, increasing the employability of several students and making faculty members
better qualified to work in the digital age. Some may even argue that it is better than classroom-
based learning.

Why Distance Learning?

Distance learning has made education more accessible to broader groups of people. It is a
convenient way to gain work experience while obtaining a college or other vocational training.

Numerous organizations, such as the military, large corporations, and government agencies
depend on distance education to train service members and employees.

Undoubtedly, education or specialized training is a requirement for most highly paid jobs. The
availability of the Internet has raised the number of online courses and to stay relevant, schools
have to embrace digital.

Who Uses Distance Learning?

Most students today are taking advantage of distance/online learning programs. Working
professionals, high school students, and even traditional college students register in virtual
learning classes.

Companies and other organizations often use virtual learning programs to train employees
through augmented virtual reality software. The following are some of the reasons people
register in distance learning programs:
What technology is used for online distance learning?
Various types of technology are used to develop online learning. Special computer programs like
the Pinnacle Learning Management system, high-speed Internet, and webcam broadcasting
technology are just a few of the excellent technologies used in distance learning.

As a result, learning opportunities that never existed for people living in distance or rural areas
can obtain a college education or specialized job training. It’s not unusual for a student living in a
rural region of South Dakota to complete a course offered by a college in California.

Students usually interact with teachers and other students using video conferencing, satellite,
and Internet technology.

Choosing a Distance Learning School

Distance learning has been in existence for centuries through traditional mail and other creative
means, but online education is still a comparatively new field. Even though the technology is
complex, the educational mission and academic standards are the same as in traditional
education: providing quality education.

Various online schools do particularly that, while others are only degree mills or outright frauds.
And of course, there’s plenty of variety in the middle.

As you search for online learning management systems, it’s crucial to know what you’re looking
for, and what to look out for. Below are some parameters to help you determine the best online
school for you.

Benefits of Online Learning

All levels of the education system can be improved through online courses, as students can
study at their own speed and work with course materials that are accustomed to their needs
and learning abilities.

The rising popularity of this system of study has emerged in an amazing boom in the industry.
Studies show there has been a yearly growth of 5% or more in the online learning space.

At the present rate, the e-learning market will be worth almost $240 billion in the next five
years.

1. Engage Students at a Deeper Level

In traditional classroom-based courses, there is an ongoing problem with student memory.
Sometimes, students don’t relate with the course materials or instructors. You may have seen
attendance suffer, and soon enough, some students suddenly fall behind their peers. While
there are several reasons for the drop-off, it is an issue that continues to trouble offline courses.
Research shows that online classes can be better at engaging students, increasing retention
rates up to 60% in some cases while video content is predicted to account for 80% or more of all
global web activity by 2020.

It’s a little shocking that online learning is getting more popular.

As online education gives a greater degree of flexibility, it can be less stressful to manage
alongside other engagements.

Moreover, there is less pressure to engage the students, as you have the assistant of devices,
apps, and multimedia tools to make learning a more interactive and enjoyable prospect.

This provides education institutions new chances to deliver content in ways that the students of
today can connect to.

2. Improve Digital Literacy

Students that can use online tools efficiently have a lot to gain in the workplace. While some
roles need excellent digital skills such as marketers and those working in IT, the majority of roles
in business need some level of digital know-how.

Take customer service as an instance, with social media reshaping the way people communicate
more and more customer service team need to know how to provide excellent customer service
while those in HR and L&D need to know how to use platforms to drive employee engagement.

Learning online help enhance digital literacy as it provides students with a clue into how to be
effective online and communicate with content, peers and lecturers.

Similarly, teaching online will assist all educators to communicate more efficiently through
different digital mediums, as well as making lecturers qualified and confident users of video
technology in education. Constant interaction with fellow staff and students through email and
message boards will improve your computer skills and make you more adept at managing the
technology and devices of the digital age.

As digital literacy is swiftly becoming the most valuable tool for lifelong learning, developing
abilities is a worthwhile investment for students and faculty.

3. Offer Flexibility
Gone are the days when it was crucial for students to move to an unknown city to study a
preferred course.

It doesn’t matter where students live, or if they can’t make it for an early morning class. Virtual
learning enables educators to offer them the opportunity to study on their own terms.
In a self-paced course, there are no expectations for attendance. If students have children or a
job, then early morning classes may not be feasible. With online learning, they can study at
night, on the weekends, or however, they prefer to fit it into their existing life.

This flexible schedule also means lecturers can teach from the comfort of their own homes and
work outside traditional class times, allowing for more freedom during daytime hours to seek
other interests.

4. No Need for Actual Classrooms

Online classes means students can learn anywhere as long as the internet works.

The caveat is that some students may become lazy or complacent in their studies. Online
learning provides the potential for improved comfort, but faculty should inspire students to
study in an environment favorable to learning and free from distractions.

With study/teaching areas customized to a student’s needs and preferences, it’s likely that there
will be an increase in their motivation to learn, as most students will enjoy the atmosphere
more than a traditional classroom. This will also make it more fun for you as you teach in a
setting that suits you best.

5. Get to Know Students Better

Some students are inherently shy that partaking in classroom discussions doesn’t come easy for
them.

With online learning, such students may feel more at peace and open to sharing in discussion
and course activities. As a result, educators can interact with a broader range of students,
getting a myriad of different views on course matters.

This not only makes for deeper, more interesting classes but also helps you to bond with
students as you get to know them better and acquire a sense of how they are coping with the
class and course materials.

6. Improve Career Prospects for Students and Faculty

The statistics on online learning describe a significant positive impact on the employability of
those who successfully accomplish online qualifications.

Studies from the University of Illinois verified that 44% of online students maintain their
employment standing developed, as they got full-time jobs within 12 months of their
graduation. Moreover, 45% of respondents reported they got an increase in their salary.

Faculty members, like students, will acquire new computer skills, despite what the course is,
from working with cloud-based documents to incorporating video and audio materials in their
course materials.
 These core skills will translate to many professions in the digital age, making students more
positive and more competent to transition to various roles. They will be ready to take on more
tasks in virtual learning, helping graduates shine in the working world of the future.

7. Provide Multiple Ways to Learn

Traditional programs limited to the classroom and a set timetable offer little in terms of
flexibility. Students are boxed in and must learn according to the designated methods—or not at
all. Frequently, many fall behind.

With online classes, lecturers have more options on how to teach and offer innovative and
interesting ways to present the content and explain points. Experimentation with different
methods of online instruction offers the opportunity to try various activities, such as:

Games
Guided design projects
Pre-recorded lectures
PowerPoints with voice-over
Web conferences
Educators can also sustain a community culture in virtual study groups. Through apps like
Pinnacle School Management Solution, Google Hangouts, students can correlate with each
other online to discuss assignments, sort problems, and learn together. By sharing screens and
documents, they can work as a remote team through virtual whiteboards, Google Docs, and
organizational programs like Asana.

Research on the most current online education program developments shows that they are
becoming more interactive.

They offer students more opportunities to discuss course materials with instructors and fellow
students through live commenting and interactive video lessons, enabling deeper conversations
and stronger bonds with faculty.

Top education providers acknowledge that the relationship between students and teachers is a
fundamental aspect of a student’s performance. Quality online programs will embrace that.

SOURCE: “How Virtual Learning Can Affect Academic Performance In 2020.” IngresQR, 7
May 2020, www.ingresqr.com/virtual-learning-affect-academic-performance/#:~:text=The
%20flexible%20and%20interactive%20nature,better%20than%20classroom%2Dbased
%20learning.
4. Expectations for Online Learning

It is important to recognize that the online classroom is in fact a classroom, and certain
behaviours are expected when we communicate with students. These guidelines for online
behaviour and interaction are known as netiquette. We have to ensure all stakeholders are
aware of the expectations for online learning.

Guidelines for Parents

We acknowledge that the transition to virtual learning will be challenging for families. Parents
will need to think differently about how to support their children; how to create structures and
routines that allow their children to be successful; and how to monitor and support their
children’s learning. Schools like hospitals are caregivers and we, as a school will fall back on the
school framework of Relevance, Relationship and Rigour to support parents in this process of
creating meaningful engagement with their children.

Parents need to establish routines and expectations

Create an ambience for virtual classes, remove all distractions from the room.
We suggest that students begin their studies at regular school hours.
Do not let the children sleep late.
Do set expectations around – blinking 15 times every minute, moving regularly and taking
periodic breaks as they study.

Define the physical space for your child’s study – Your child may have a regular place for doing
homework under normal circumstances, but this space may or may not be suitable for an
extended period of time, as will be the case of virtual learning.

We encourage families to establish a space/location where their children will learn most of the
time. It should be a place that can be quiet at times and have a strong wireless internet signal, if
possible.
Ensure that no other device is placed in the same room. And multiple windows should not be
open during virtual learning.
Above all, it should be a space where parents are present and monitoring their children’s
learning.

Monitor communications from your children’s teachers on Teamie. Teachers will communicate
with parents through Teamie, as and when necessary. All communications from teachers
regarding class schedule, timelines, google hangout sessions and assessments will happen
through Teamie. The frequency and detail of these communications will be determined by your
children’s ages, maturity, and their degree of independence.
Parents are advised to contact their children’s teachers and emails are the preferred mode of
communication. However, we ask parents to remember that teachers will be communicating
with dozens of other families and hence the communication should be essential, succinct, and
self-aware.

Parents are advised to use Parental Control softwares e.g. Qustodio, McAfee Total Protection,
Norton Family Premier

We also encourage parents to have their children explain the features of Learning Management
System – Teamie teachers are using.

Begin and end each day with a check-in. Parents are encouraged to start and finish each day
with a simple check-in and centering exercises.

In the morning, ask your child

What are they learning today?
What are their learning targets or goals?
How will they spend their time?
What resources do they require?
What support do they need?
This brief grounding conversation matters. It allows children to process the instructions they’ve
received from their teachers. It helps them organize themselves and set priorities.

Older students may not want to have these check-ins but they should nevertheless. Parents are
encouraged to establish these check-ins as a regular part of each day to help children navigate
distance learning and create a much needed structure. These check-in routines are crucial for
building the skills of self-discipline among children.

Establish times for pranayam and reflection. A challenge for some families with multiple children
will be how to manage all of their children’s needs, especially when those children are of
different ages and have different needs. There may be times when siblings need to work in
different rooms to avoid distraction. A suggestion for parents would be to use noise-cancelling
headphones to block out distractions.

Encourage physical activity and/or exercise. Make sure your children remember to move and
exercise keeping in mind their health and well-being. Our physical education teachers will
recommend activities or exercises, but it is important for parents to model and encourage
exercise
Remain mindful of your child’s stress and anxiety. Heritage is implementing virtual learning
given the unique situation at the moment and will continue to work in collaboration with
parents to ensure the well-being of all students.

Monitor how much time your child is spending online. Teachers are creating virtual learning
lessons which will have a right balance between online and offline learning experiences.

Instructional coaches, programme leaders and principal will continue to monitor the quality of
virtual transaction, resources, lesson plans and feedback shared by teachers with students
periodically.

It is imperative to set rules around their social media interactions. Parents are expected to
monitor their children’s use of social media. Help your children maintain contact with friends
responsibly. Older students will rely more on social media to communicate with friends.

Please note that Social media apps such as SnapChat, Instagram, WhatsApp, or Facebook are
not official, school-sanctioned channels of communication. Remind your children to be polite,
respectful, and appropriate in their communications and to represent the school’s values in their
interactions with others, this applies for written words and as well as tone of conversation.

Students must comply with the school’s Behaviour Management and Acceptable Usage policy
while they are online. Students/ parents/ guardians are not permitted to take photos,
screenshots, record videos/ audios of the virtual sessions. All material shared on teamie and
google hangouts is the school’s intellectual property and downloading/ circulating/ sharing of
content without permission is strictly prohibited.

Managing screen time

We recognise that transition to virtual learning does not compare to physical classrooms. It’s
important that our students continue their social-emotional and cognitive growth in these times
of social distancing and isolation. It is comforting to have a routine in these times. Younger
students may need assistance with setting up and using online tools. The most effective models
of virtual school have a carefully considered healthy and balanced amount of offline and online
learning time. This use of learning time will include some synchronous learning with real time
conferencing with teachers and classmates. It will also include and be balanced with significant
blocks of asynchronous learning and opportunities to work offline and unplugged.

There are multiple research that suggest that screen time when paired with high-quality
instructional practices and carefully planned lessons is good for students. Screen time is
inherently made more effective and less isolating and less passive when there is a human on the
other side.
Recommended screen time, that is not video conferencing for learners and teachers, are based
on the recommendations created by the American Academy of Pediatrics:

Ages 2–5: 1 hour, broken into sessions of a maximum of 30 minutes.

Age 6 and above: no specific screen time limits, but screen time should not affect physical
activity and face-to-face interactions at consistent limits on screen time are also very important.

Guidelines for Students

Setup a daily routine
Find a comfortable, quiet space to study. Your background should not distract other participants
Regularly monitor Teamie/ Managebac to check for announcements and feedback from your
teachers
Do not open multiple windows on your laptop. There should be no other device in the room.
Keep only your Teamie/ Managebac system open.
Be mindful of ambient noise and movements. They should not distract others.
Keep your notebooks with you. Your brain remembers more when you use pens and paper.
Typing your notes may not be as effective
Complete assignments with integrity and academic honesty and meet the timelines
Communicate proactively with your teachers if you need additional support
Collaborate and support your peers in their learning
Comply with the school’s Behaviour Management and Acceptable Usage Policy while you are
online
Be a Cyber Smart Citizen
It is important to recognize that the online classroom is in fact a classroom, and certain
behaviours are expected when you communicate with both your peers and your teachers. These
guidelines for online behaviour and interaction are known as netiquette.

Be vigilant: Visit safe sites which are age appropriate and approved by your parents and
teachers
Be cautious: Make good choices when you are online. Share only information that is required
and safe to share. Make sure that you log out after your work is done. Do not share your
password with anybody.
Be respectful: Be kind and respectful to others when you are online. Promise to THINK – True,
Helpful, Inspiring, Necessary, Kind. Avoid slang terms such as “wassup?” and texting
abbreviations such as “u” instead of “you.”
Be vocal: Tell your parents and teachers if someone is being hurtful or unkind online or sharing
disturbing content. Stand up to Cyber Bullying and remember that your digital presence should
not hurt others.
Be safe: Use safe Wifi networks and keep your device safe and secure at all times.
Be honest: Always follow copyright laws and remember to cite the sources that you use for your
work.
SOURCE: “Expectations for Online Learning.” The Heritage School - Gurgaon, 28 Apr. 2020,
www.heritagexperiential.org/expectations-for-online-learning/.

5. How to Set Virtual Learning Behavior Expectations

A large number of states and districts are beginning the 2020-2021 school year virtually or using
a hybrid model where some students are in person. Some schools started the year in person at
traditional brick and mortar schools, but if their district has a spike in COVID-19 positive
numbers they will have to switch to virtual as well. Whether your school is virtual or in-person,
teachers should think through which learning behavior expectations need to be established in a
virtual classroom.

Teachers must set very clear virtual learning behavior expectations at the beginning of this
school year to help students understand how to learn from home and to ensure engagement in
academic learning takes place. Some of the important behaviors needed for successful virtual
learning will need to be specifically taught since students may not have used them in traditional
classroom settings before.
Be on Time
It is important, especially if you have a normal class size in your virtual setting, that everyone
logs into the class on time. Many teachers are using the first few minutes of class to do SEL
instruction, student check-in activities to gauge student emotions, and team builders. This is an
important time that should not be missed because these few minutes also provide a buffer for
students to solve any technology issues they might have before academic content begins. If
students log on 5 minutes late and then struggle with technology, they will be taking up
instructional minutes to problem solve.

Mute Microphone
Most teachers mute their students as soon as the classroom begins to avoid everyone speaking
all at once. Students need to learn how to unmute and mute their microphone immediately
when directed. This virtual behavior expectation helps remove background noise and allow for
quick student sharing and the smooth continuation of the lesson.

Turn on the Camera

Some students, and adults, turn off the camera feature during classes or meetings to hide some
off-task behaviors. If a student experiences wifi connection issues, sometimes their computer
will automatically turn their camera off. It is important to set the expectation that cameras are
turned on during the entire lesson and practice how to do so.

Be aware that asking students to have cameras on means asking them to show the class their
home environment. Make sure to create a safe space where students can request to leave their
camera off if they don’t want to show their homes, or provide a background image for students
to use instead.
 Eye Contact on Speaker
Just like eye contact is expected during in-person conversations, eye contact on the speaker
during virtual lessons should be expected. Students can look away from their computer or tablet
screen and immediately become enthralled with a plethora of distractions within their home. If
multiple students are not making eye contact during the lesson, this should be a cue to the
teacher to up his or her engagement techniques during the lesson.

Raise Hand Feature

Engagement techniques are very different in virtual classrooms versus brick and mortar
instruction. Teachers should set and teach their raise hand feature expectations for students so
they know when to use the feature, how to unmute themselves, and then how to mute when
they are finished. Add in some other engagement techniques like using the chat, polls, word
clouds and hand gestures in the camera.

Turn on the Gallery View

There should be an expectation for students to turn on the gallery view on their computers or
ipads. Students should be able to see all of their classmates to build community and help them
use eye contact to actively listen to the speaker and respond. Teachers will still be able to screen
share and but the gallery view will help students experience a group dynamic.

Dress Appropriately
Just like the saying “Dress the part” suggests, students should dress in appropriate clothing to
set the tone for learning. Pajamas and lounging clothes will give the air of casualty so educators
should set the expectation that virtual learning is important and dressing professionally will put
students in that mindset.

Clean Workspace
Students should have a clean workspace so that they are not distracted by toys, pets, family
members, or other technology. The simplest of distractions could make a student disengage
from an entire virtual lesson, missing essential academic content. Similar to the eye contact
listed above, teachers will be able to easily assess if a students’ work space is clean and clear of
distractions by checking their eye contact and background.

No Eating or Drinking
Similarly to dressing appropriately, avoiding snacking and continual drinking during a lesson
gives a more formal and important tone to the lesson. Allowing drinks and snacks creates a
more relaxed environment which is already compromised due to the nature of it being a virtual
classroom in children’s homes. Teachers should also follow this rule and avoid drinking coffee,
tea, or soda when teaching unless it is necessary. Gum should also apply since the action of
chewing will be very noticeable in the camera and potentially inhibit correct pronunciation of
words and sounds.
 Virtual Class Focus Only
Even though this is listed as number 10 on this list, it could be the easiest behavioral expectation
for students, especially older students, to break. Students could be looking towards the screen
and camera, dressed appropriately, not eating or drinking, have a clean work space, have
themselves muted, but could actually be playing a game or surfing the internet on another tab
on their screen. Teachers should stress this rule and create a routine or daily reminder at the
beginning of class to proactively combat this from happening. Engagement strategies will also
help ensure that students have to focus on class so that they’re prepared to participate at any
moment.

Additional Thoughts
When teaching virtual learning behavior expectations, engage students in a conversation about
why each one is important to follow especially for virtual learning.
Spend time the first few weeks of class practicing the explicit skills necessary for a successful
virtual lesson like muting, unmuting, the raising hand button, turning on the camera, and
switching to gallery view.
Think through the nonverbal and verbal reminders you will use as their teacher during the
lesson to help them adhere to the behavior expectations. Some traditional reminders will not
translate well on a computer or tablet screen.
Teach students your verbal and nonverbal reminders so they know what you are doing on their
screen and can adjust accordingly if they are off task. If you do a hand gesture repeatedly but
never taught your students what that meant, it won’t work!

SOURCE: Foght, Kristin. “How to Set Virtual Learning Behavior Expectations.” Kickboard, 25
Oct. 2020, www.kickboardforschools.com/classroom-behavior-management/how-to-set-
virtual-learning-behavior-expectations/.

6. Why You Must Have High Behavior Standards For Online Lessons

There is a temptation to just be happy your students are showing up. To accept lying in bed,
playing video games on the side, or chatting with siblings as long as they keep logging in.

The idea, after all, is to encourage.

Accept anything and everything short of pandemonium in order to keep students online and in
school.

This is the message of many schools and districts. Keep the numbers up. Don’t discourage. Ease
up on your expectations.

While I don’t dispute that we should shoot for high attendance rates, lowering behavior
standards isn’t the way to do it.
In fact, as the weeks go by, this approach will result in fewer students tuning into online lessons,
not more.

Here’s why:

It removes purpose.

When you lower the importance and seriousness—and sacredness—of learning and being in
school, you remove from students a sense of purpose.

And where there is no purpose, there is no motivation. There is no determination to succeed.

There is no desire to learn new skills and take on new challenges.

Without high behavior standards for students to meet, they’ll soon fall into laziness and
indifference. After all, you’ve sent the message that online school isn’t really school, but a weak
imitation of it.

It removes pride.

Pride is an under-recognized and underutilized factor in motivating students. By tapping into this
potent feeling they all have just waiting and simmering under the surface, you’ll get tenfold back
on your investment.

Simply raising behavior standards—or having behavior standards—lends a specialness and

exclusivity to your online lessons.

It feels good to meet high standards. It feels good to learn and succeed and be part of
something associated with quality, worth, and significance.

A sense of pride causes students to want to experience more and more of this feeling and to
look forward to the next lesson. It also transfers to the assignments they do off-line, which take
on a similar level of interest and urgency.

It removes personal discipline.

If behavior standards and tough-love discipline aren’t imprinted on you at an early age, and thus
you don’t get to experience the value in them, then it’s harder to become personally motivated.

It’s harder to realize the power inside each one of us to change our circumstances through
determination and hard work and easier to point fingers and blame others for our
predicaments.

Therefore, if we allow a lowering of ideals just because we’ve all been thrown into this CV19
monkey wrench, we don’t do anyone any favors.
 We do, however, hurt the ones we’ve been tasked to help.

Project Restoration

Because of time and logistical constraints, the amount of work we ask of our students may need
to be adjusted down a notch or two.

But there is zero reason why behavior standards should follow suit.

In fact, doing so will result in less motivation and enthusiasm for learning. It will result in fewer
students joining our class meetings and greater drift in performance and skills.

So, if you haven’t yet, create that online classroom management plan.

Build a wall of clearly defined rules and their consequences that protect learning. Reestablish
the same high standards of your physical classroom and stick with them.

Restore purpose, pride, and personal discipline, and your online lessons will matter to your
students.

SOURCE: Linsin, Michael, et al. “Why You Must Have High Behavior Standards For Online
Lessons.” Smart Classroom Management, 25 Nov. 2020,
www.smartclassroommanagement.com/2020/04/18/behavior-standards-online-lessons/.

7. Virtual Classroom Expectations for Students and Parents/Guardians

Students at all levels are now engaging in virtual class check-in sessions on Google Meet. To ensure a
positive, productive and enjoyable learning experience for all participants, it is important that all
students and parents/guardians adhere to these Google Meet Expectations, which include online
behaviors for students and privacy guidelines for parents.

Behavioral Expectations for Students

Students at all levels are now engaging in virtual class check-in sessions on Google Meet. To ensure a
positive and productive learning environment during these sessions, it is important that all students
adhere to the following behavioral expectations.

Always be respectful and courteous to other students and teachers during Google Meet virtual check-in
sessions. Inappropriate, offensive or threatening comments; misrepresentation of identity, and/or
disruptive behavior by any participants during Google Meet virtual check-in sessions will not be
tolerated.

Students must use their HCPSS email account to log into a Google Meet virtual check-in session.

Login credentials must not be shared. Sharing of login information violates other students’ and teachers’
rights to confidentiality, and could allow class participation by unauthorized persons and/or lead to
disruptive behaviors that detract from a productive and positive learning environment.

Students who are disruptive and/or “trespass” Google Meet virtual check-in sessions will receive
appropriate consequences in accordance with the Student Code of Conduct. Consequences may result in
temporary or permanent loss of technology access, which would prevent the student from participating
in Google Meet virtual check-in sessions. Students receiving this consequence would have assignments
provided to the student’s parent/guardian.

Students should adhere to the provisions identified under Individual Responsibilities in Board of
Education Policy 8080 Responsible Use Technology and Social Media.

SOURCE: “Virtual Classroom Expectations for Students and Parents/Guardians: Hammond

High School.” Virtual Classroom Expectations for Students and Parents/Guardians |
Hammond High School, hahs.hcpss.org/news/2020/04/virtual-classroom-expectations-
students-and-parentsguardians.
SOURCES OF ARTICLES

1. Will, Madeline. “Expectations for Online Student Behavior Vary During Coronavirus School
Closures.” Education Week, Education Week, 18 Nov. 2020, www.edweek.org/teaching-
learning/expectations-for-online-student-behavior-vary-during-coronavirus-school-
closures/2020/04.

2. Naveen K M. “Impact of Online Learning on School Education.” EducationWorld, 9 Feb. 2021,

www.educationworld.in/impact-of-online-learning-on-school-education/.

3. “How Virtual Learning Can Affect Academic Performance In 2020.” IngresQR, 7 May 2020,
www.ingresqr.com/virtual-learning-affect-academic-performance/#:~:text=The%20flexible
%20and%20interactive%20nature,better%20than%20classroom%2Dbased%20learning.

4. “Expectations for Online Learning.” The Heritage School - Gurgaon, 28 Apr. 2020,
www.heritagexperiential.org/expectations-for-online-learning/.

5. Foght, Kristin. “How to Set Virtual Learning Behavior Expectations.” Kickboard, 25 Oct. 2020,
www.kickboardforschools.com/classroom-behavior-management/how-to-set-virtual-learning-
behavior-expectations/.

6. Linsin, Michael, et al. “Why You Must Have High Behavior Standards For Online Lessons.” Smart
Classroom Management, 25 Nov. 2020,
www.smartclassroommanagement.com/2020/04/18/behavior-standards-online-lessons/.

7. “Virtual Classroom Expectations for Students and Parents/Guardians: Hammond High School.”
Virtual Classroom Expectations for Students and Parents/Guardians | Hammond High School,
hahs.hcpss.org/news/2020/04/virtual-classroom-expectations-students-and-parentsguardians.