When was the last time you spent 24 hours of your day with your spouse or your children? This pandemic has made that a reality, for all of us.

In the beginning of this circuit breaker, some of us rejoiced at the time we would get to spend with our families, especially our children. 4 weeks in, not so much.

Research has shown that this quarantine can mess up our emotions. Losing our sense of routine, replaced with feelings of being trapped. Sparking boredom, frustration, irritability, loneliness, stress or even anger.

The fact that we are home all the time, unable to grab a coffee with a friend, go to the gym or have our favourite bubble tea, or any of our usual forms of release, only magnifies our internal tension. As adults, though we are capable of self-control, we still struggle with not letting our emotions take over our actions and words. More often than not, they sometimes spill over in our interactions with the people who are closest to us.

In the same way, our children are experiencing the same emotions as us, except that they may not be able to articulate or as effectively manage what they are feeling.

They are able to understand tangible realities like the fact that they cannot see their friends anymore, that the number of COVID-19 cases are rising each day, that they cannot buy their favourite food or snacks, the change in the way they have to learn. These external influences put a demand on their emotional well-being and could lead to anxiety.

Their self-awareness has not fully developed yet, which means that they do not entirely understand their emotional response to these realities; what they are feeling or why they are feeling it. This may result in behaviour that we do not expect, or have never seen previously.

It could look like your child crying over things that usually would not affect them, seemingly minor incidents, like losing a game they were playing, or that their pencil is not sharp enough. Perhaps they get easily irritated when someone is speaking too loudly in the house. When you ask a simple question like, “what are you doing?”, they react as if you are interrogating. Maybe they spend long periods of time in their room without interacting with you. They do things to provoke their siblings more often, or become fussier with what they will and will not eat. They follow you around wherever you go, or they ask way too many questions that they expect you to answer even when you are visibly busy.

In response, we sometimes hear ourselves say, “why are you so nice to your friends but with me you are…”. The truth is, when our children act up, show a tantrum, lash out or are rude to us, it also signals to us that they feel comfortable and safe to show that side of themselves to you. It may not always be a bad thing for them to express their negative emotions.

As parents, we do our best to understand our children’s’ behaviour, because we want to help them. Sometimes we are unable to do much because we do not know how to approach them, or they do not know how to respond to us.

We might even find ourselves in a vicious cycle where their anger triggers our own, and we end up in an escalating shouting match.

This does not have to be the case. When we respond in a way that they do not expect, we throw in a circuit breaker. Much like how the COVID-19 CB has disrupted our lives, this circuit breaker disrupts the potential heated argument, and turns it into teachable moments for our children.

In order to help you facilitate these conversations with your children, whether it is to build your relationship with them, or to help them navigate their thoughts and feelings, here are some tools that you can use to communicate better with them:


When speaking to your children, especially about things that are more personal, like their feelings, it is necessary that they feel safe to share them with you.

If you scolded them for something they did or got frustrated with them, it is alright to not rectify it at that moment. When our emotions are high, we are not in a state to listen to anybody. As parents, we have nuggets of wisdom to share with our children so that they can become the best versions of themselves.

However, when they are emotionally frustrated or hurt, that wisdom is short changed because they are not ready to listen. Anything that we say can come off as a personal attack to them or taken out of context.

What matters is that we create a safe space: calm, dessert (optional but preferable), conversation friendly.

Remind them that there is no correct or wrong answer. It is a time and space where you and your child can be vulnerable and not be judged for it.

As they share, we should bite our tongue and avoid commenting on what they are sharing. With every word they share, they are also testing the boundary to see how much they can open up or how much they should hold back. When we respond too quickly without allowing them to finish, they may not feel like they can be honest with you.

Most importantly, we should keep to our word and not let our objections show, or act defensive, especially if their sharing may imply something negative about us. It is not a time to point out their flaws or find fault. It is a time where we seek to understand them better.


After we have created a safe space for them, they will begin sharing what they are feeling and going through. It is not easy for them or anyone to share things that we are not proud of or things that make us feel small or think negatively about ourselves. When they make themselves vulnerable, do validate their feelings.

Phrases that echo what they are feeling like, “that must have been very difficult for you to go through” or “it must have been very frustrating when that happened”, gives them the confidence to share more.

Affirm them for being brave enough to share. Listen to what they are saying. When we acknowledge and validate their feelings, we help to build their self-esteem. We empower them to accept both their positive and negative feelings, and to not always act on it. Instead of judging with the benefit of hindsight, how they could have handled the situation better, help them see that it is okay to err, and they do not have to be afraid to try again.


Questions like “how are you feeling about this circuit breaker” or “why are you behaving this way”, can be loaded questions that will lead to silence or your children shutting you out. One way to help them open up, is by starting with simple questions like:

Check-In at the start of the day: What is 1 thing you want to do today? It can be anything they want to accomplish for themselves, not what you expect them to do.

Check-Out at the end of the day: what is 1 win we want to celebrate?

You may get one word answers like, “nothing” or a blank stare. Do not be disheartened. Perhaps you can model the way and share first. Or perhaps find a different tack: “What is 1 fruit that would describe how your day went?”

Help them to recognise the small wins in their day. Simple questions like these are light and easy for them to respond to. When they feel comfortable sharing the small things, it allows you to build towards sharing something deeper later on.


For some of us, we may not be comfortable with verbal communication. Another method that we could try is writing down our thoughts and feelings. You could set aside one notebook for the family to write anything that they would like to share, but may not be comfortable saying it face to face. You may also ask each member of the family to have their own notebook, where they could write about different things each day, and let each other read about it. Things like:

  • One thing that made me frustrated
  • One thing that was exciting
  • One thing that I am grateful for
  • Something I read or heard that made me smile
  • A song that was stuck in my head today

Remember that this is not a composition exercise and that you do not need to correct spelling and grammar as you read their journal entries.  


Sometimes, speaking or writing may not be the best medium to express themselves. They may not be able to find the right words to describe how they are feeling. Consider using doodles as a form of expression instead. Before the day begins or when the day ends, you could spend 5 minutes with them drawing a picture that describes how each of your day was like.

If they feel that they are not good at drawing, let them google images, use magazines or even newspaper cut-outs to make collages that can help describe their day.

You could also prompt them to explain what they put together with neutral questions like, “could you share with me what this is over here?” and “what is so special about it that you chose to add it into your picture?”.


This could be the source for the roller coaster of emotions we all have been feeling. Our children have the access to the same information that we have. However, most of their news sources are often sensationalised versions they encounter on their social media pages. Speaking to an informed adult could help them have an accurate idea of what is really happening outside of your home.

You could begin with asking them these questions:

  • What’s the funniest piece of news you have heard about Covid-19?
  • What are your friends doing during the circuit breaker? Are they bored at home?
  • What do you like about this circuit breaker?
  • Is there anything that bothers you about this Covid-19 situation?
  • What is the first thing you want to do when this ends?

If you have no idea where to start, perhaps start from the bigger picture – what is going on around the world, how are their friends doing – and then zoom into asking them about how they feel. Be prepared to share your thoughts too. Keep it light-hearted and see where the conversation takes you. This is the first step into talking about other external events that could affect us in the future.


It is needful for us to recognise that communication with our children, whether as toddlers or teenagers, is a process of building bridges. It does not happen overnight. The key thing to remember about these suggestions is that they are ways to create opportunities to reach out to your child, especially when they are struggling to process and understand what is going on around them.

It is about finding different ways for them to respond to you and remember that no matter what situation they find themselves in, you are someone whom they can feel safe enough to confide in and grow with.

It is not easy but know that even if they do not respond in the way you expect them to, they do recognise that you are trying and are doing something different. Sometimes, it just takes them some time to process and respond back. Remember that every time you try, you are building the foundations of stronger communication between you and your child.

This COVID-19 situation will pass, but the connections that you are building today will last.

Zoom. Can’t live with it, can’t live without it. Here are some steps you can take, to make coexistence more bearable.


  1. Use randomised room IDs instead of your own personal IDs by scheduling meetings. They may be more troublesome, but they reduce the chance of random people entering your room. Try googling your Zoom personal ID. Yep, take the extra step.
  2. Use waiting rooms . Just like you don’t leave your front doors wide open, use waiting rooms to verify the identity of people, before letting them into your meeting room. You can also enable “Play a Chime” when new users enter your room. Kind of like those infrared sensors they use in some offices and stores.
  3. Ensure your students have their Names & Class displayed as their screen names. You can see it in the waiting room. You can also disable “allow participants to rename” in the room.
  4. Visual verification is the last layer of security. Everyone turns on their cameras and smile. Remember to smile, that’s the important part.
  5. Remove any intruders simply by clicking their profile and selecting the option. If only it was so simple to get rid of annoying relatives in your home.


Talking to a screen might feel weird, like talking to yourself in front of an audience. But you’ll get used to it, soon it’ll be like talking to yourself in private. Here are some ways to keep your students’ attention on you.

  1. Set clear & measurable learning goals at the start. This primes students to look out for key points during the lesson. It is also highly encouraged to end sessions with a mini assessment, so that students having been able to answer it, would feel like their time has been fruitfully spent. It also provides feedback on whether more time needs be spent on the topic.
  2. Mute your students. Let them know that if they need to respond verbally, to temporarily unmute themselves, by  pressing and holding the space bar. Petition to Zoom to port this feature to real life.
  3. Encourage participation by asking students to use the chat (this function is disabled for MOE accounts). An alternative is to jot them down elsewhere and share them at an appointed time. This demonstrates that you are keen to hear them. No worries, the mute function is always there as a safety net.
  4. Awkward silences are common in video conferencing. Being muted, lag in the network, and the general unnaturalness of communicating so, all contribute to its occurrence. Don’t skirt the issue, address it, own it, joke about it. I usually like to say “Okay, any questions? Let’s wait for an awkward 10 seconds of silence for anyone who has questions”.
  5. Use non-verbal feedback to gauge the attention of your students. It’ll be less obvious through the camera, but it’ll still be there.
  6. Use the gallery view to keep tabs on your students. Live your Orwerllian fantasies by asking them to perform simple actions, a smile, a shake of the head, a little merry jig. It’ll be very evident if they are distracted and caught off guard. Typing and clicking movements during odd periods are also a tell-tale sign of malingering and mischief, as are random smiles and bursts of giggling. Remind the miscreants of your all-seeing powers. Oh, and you can also use it to monitor for “AHA moments”, to gauge learning.


Teaching pedagogies have hardly changed in decades. Now that Home-Based Learning has forced everyone to adopt new technologies, we must adapt our teaching methods to facilitate this new reality. E-learning has to evolve pass the point of being a glorified fax machine, with teachers playing an important role. Creating, moderating, facilitating, a safe environment, situations, and experiences, where true learning can take place. Until a future where knowledge can be acquired à la Matrix style.

  1. Micro-learning methods maximise the limited time for face-to-face (f2f) interactions. The key is to reduce content download during f2f, instead using that time to increase learning personalisation. Ultimately allowing students to quickly apply what they have learnt. Resulting in cycles of short, frequent, learning bursts..
  2. Use mass-engagement methods such as polls to gauge students’ responses quickly. Students are more open to respond to polls done anonymously. You can use the results to facilitate discussions.
  3. It is even easier now for students to share answers with the class. The virtual whiteboard, screen sharing (MOE accounts have to make participants co-host to utilize this feature) coupled with annotation features, present opportunities for peer teaching. Hear their steps, methods, thought processes for solving the problem. Like they always say, “to teach is to learn twice” (and also to give teacher a break).
  4. Have a “Lucky Draw Box” for your student teaching “volunteers”. This will keep them on their toes, and the incidental squirming will provide mild entertainment. Set the expectation at the beginning of the session, let them know that you’ll be getting their involvement in the next lesson. This will encourage them to prepare for it, focus on the learning, and cut down excuses.
  5. Try Breakout Rooms. Assign teams or let Zoom randomise them. Give students problems to solve, ensuring that the problems and final deliverables are clear, and that they understand what is expected of them. You’ll also want to use the countdown feature, the doomsday-esque atmosphere, ensures students are kept on task. Students will be automatically vacated to the main room once the timer hits 0.

Be creative with the way you conduct your sessions. Experiment with the technologies and features available. The world is your oyster… And your students, guinea pigs.

Stay safe and stay healthy.

Humans are social creatures. Early and middle teens are an important period of social development. It is during this time that teens start forming defining relationships that their identity is based upon. This period of development is observable through the stark contrast in behaviour of the lower secondary students, compared with the upper secondary ones. Where upper secondary students are more likely to heed the opinion of their peers, rather than their elders, as compared to the reverse, with lower secondary students.

During this circuit breaker, students are restricted from physical interactions with their peers. And it is during these physical interactions where social ability develops the most, where you get to experience the other person’s physical feedback and emotions. Doubtlessly, the COVID-19 situation would have a detrimental effect on the students’ social development. Here is where technology can help.

When social technologies first came about 15 years ago, they allowed for a massive expansion of an individual’s social network. They also received flak for being shallow and superficial. The current crisis has brought forth the importance of exploring new technologies, harnessing the potential good, while avoiding the pitfalls. In this article, we shall find out how new technologies can humanise digital pedagogy and deepen social networks. Building strong and resilient relationships online, and maybe even offline.


1. Let them develop their own voice and opinions

While many online tools allow teachers to easily release content and create a “playlist” for students’ learning, these are tools for “learning mass production” with a very one-way learning experience.

This time of home-based learning (HBL) where independence and learning alone (physically) is required, reduces the pressure on students to conform to norms and group-think. Whereas in class, they may be swayed by others for fear of being left out. Allowing opportunities to raise their thoughts in a safe environment gives students time to develop their own opinions. It could be in the form of a video upload, creative writing or debate where they need not fear of being judged.

In this manner, you promote participation, logical thinking and opinion forming. These critical thinking skills will prove useful to increase students’ level of learning and give higher order answers in open-ended essay questions.


2. Create opportunities for dialogue and discourse

A major argument against social media is the superficial interactions that take place. Video conferencing tools serve as a good platform, with quality facilitation, to turn it into a much deeper level of social interaction. Focus not only on the decision itself, but also on the thought process behind it.

During a live class, you can use polls on Zoom to gather initial thoughts before asking students to share about how they made that decision. You can also ask students to submit their thoughts before a class before displaying results during a live session. Also, consider breakout rooms for groups to come to a common consensus before sharing their decisions.

This is especially important for youths of this age group who are transitioning away from self-focused beliefs. As youth developers, we need to develop empathy in students and help them realise that other people matter too. The respect required to listen and acknowledge others’ point of view, even if they may disagree with it. And finally to practise “give and take”, to meet somewhere in between. This is a life skill important to develop as adults, and necessary to begin now.

Values are not taught, they are caught

This shared experience in dialogue and discourse, together with the decision making process shape the values of your students. The way you facilitate conversations and respect their opinions serve as a moral example. When you practise such values openly, students pick it up and naturally bring them to class. 


3. Build skills for metacognition 

In a time when learning pedagogies are being challenged, everyone is asking what it takes to truly learn: even independent self-learning. What environment, methods and processes can create a productive environment for learning.

Even as students go through this experience, they will definitely compare it against classes in school. Instead of comparing experiences and complaining, switch it to help students realise what factors in each scenario helped them to learn better. Understanding the contexts and factors in their learning help students build awareness of 

  • What they are thinking
  • How they express that thought

Help them learn about how they learn, and their limitations. Following which, find ways to overcome their limitations. Recreate these factors to maximise their learning effectiveness or complement students with each other.

Some of the factors include

Content Type Theoretical & abstract Logical, step-by-step
Exam question type Weighing & taking a stand Factual, step-by-step
Way I learn Tell me what to do
(follow the steps then understand why)
Tell me why I do it
(understand why then follow the steps)
Where I learn Large room
With background noise
Small room
Who I learn with With friends to “pressure” me Alone
Focus best with what type of work
and at what time
Innovative, require a level of thought:
Before lunch time
Routine, step-by-step:

Recognising that students have different strengths in learning different subjects and how they learn, these open doors for collaborative learning in the classroom. You would probably have heard students studying together while video conferencing. They already set the foundation for promoting peer-sharing and peer-teaching. These help to build a nurturing and collaborative environment which promotes a team mentality.

These practices may seem difficult, awkward and bumpy to start. Keep at it! For when these seeds are sown, they remain strongly rooted.



So, it has been a week since the beginning of Home-based Learning (HBL) and I am not going to lie, it feels like it has been a month. This is unchartered territory for many families having to juggle their own job responsibilities as well as their children’s learning.

Some children have eased into the process and can be left alone to focus on their work. Others may require more guidance and consistent check-ins to ensure that they are not distracted, they know what is going on in their lessons and they are on task. It is no easy feat having to now be accountable for your child’s learning on top of taking care of other priorities within your homes.

The good news is that learning from home is not a new concept and there are experienced parents who have been sharing tips and strategies to help with your child so that you can take the time to focus on your own work commitments. Here are the top 4 secrets that have been shared to help you facilitate independent learning at home to ease your load.

1. Gear them up for learning

All successful people have warm-up routines. Charles Dickens ensured he was awake at sunrise and had breakfast at 8am. Jennifer Aniston wakes up at 430am daily, has a cup of hot water with lemon, washes her face and meditates for 20 minutes. Barack Obama ensures he does strength training or cardio as soon as he gets up. These routines inform the brain and tell us that our day has started, that it is time to get to work. Curate a warm-up routine for your child;

  • Wake up at the same time
  • Take a shower, put on your uniform, comb their hair
  • Have breakfast
  • Play an energiser with them (e.g. keep a ball in the air for as long as you can, play a hype song and jump to the beat, play thumb wars with them)

Let them feel like they are getting ready for something. You do not need special equipment to do this! Be creative, find what works for you and your children.

  • Play a game that gets them thinking (e.g. Name nouns that begin with all the letters of the alphabet, solve a riddle together, etc.)
  • Doodle what they want to do for the day or how they are feeling
  • Listen to classical music
  • Write as many questions as they can think of in 3 minutes

Just like how athletes stretch to warm up their muscles, warm their brain up before learning begins. Try doing little things that would help them kickstart their brain activity.

  • Reflect on a memory that they have had where they felt like they achieved success
  • Smiling exercise: Relax your face muscles. Slowly smile as wide as you can and feel your eyebrows move upwards. Hold the expression for 20 seconds.

Help them start their day right by achieving optimum levels of excitement. These simple things help to evoke positive emotions within them. When their mood is high and they feel great about their day, they will be more willing to take on any task in front of them – including school.

2. Prepare the workspace

All our homes are different. We do not necessarily have enough work desks for both parents and children. Apart from having a good desk space and chair, here are 2 guidelines that we can keep with us to ensure an effective workspace for our children.

Differentiation – your child’s ability to recognise the space as a space to work. It can be as simple as 
  • changing the arrangement of their table during school time and arranging it back during non-school time. 
  • Putting up pictures or images that they might see when they are in school.
  • Making a sign with them that says, “Joshua’s Learning Space”. 

Your child needs to be able to differentiate the space physically and psychologically. Supporting their understanding of the difference with these physical tweaks help to reinforce a more task-oriented behaviour. When they can separate their home space from their learning space, the transition from home behaviour to school behaviour becomes smoother.

Focus Mode – a mode that limits interruption from distraction or family members

You know how in radio stations, once they go live, they turn on a lighted sign that says, “On Air”? When anyone sees it, they know that they must be quieter and not interrupt the session. In the same way, you can create a system with your family.

  • Make your own “On Air” sign. Put your own spin on it like “learning in progress” or “studying now, I’ll call you later”
  • Set designated times when your child should not be disturbed or even when you should not be disturbed
  • Use physical cues like when you have headphones on, it means that you are focusing and should not be interrupted. 
  • Decide when they can use their phones or have a snack 

Setting agreements and boundaries like this with your family can help them recognise how their actions can affect another person as well as create mutual respect for everyone’s working time.

3. Set Micro Goals for The Day

It is a tall order to ask a child to sit still and do their work for 4 hours without any type of break. They are still figuring out their sense of time and it will feel like forever to them. Setting smaller checkpoints for them throughout their learning day can help curb questions like “what time is recess?”, “what is for lunch?”, “when can I play Roblox?”.

  • Work out their schedule of the day with them and identify break times. 
  • Share the menu for the day so they have something to look forward to. 
  • Ask them what are some things that they would want to do for the day – a walk in the park, some Netflix time, gaming time, etc. – and see how you can fit them into their day’s plan. 
  • Create a challenge for the day that they can do anytime they choose like doing something nice for your brother or smiling when you see anyone today. 

When you make this a conversation, instead of something that is dictated to them, you allow them to take responsibility for their learning and feel more invested in their day. What begins as an overwhelming 4-hour learning session becomes broken down into smaller chunks of focus time interspersed with relaxation time.

4. Plan Purposeful Breaks

Breaks are meant to refresh their minds before they enter a new cycle of concentration for another subject or task. Breaks do not necessarily have to be just lying down or phone time. A common problem children face is headaches from prolonged screen time. 

  • Use their breaks as a chance to rest their eyes by staring out into greenery or looking into the distance. 
  • Do a short physical exercise to get their blood pumping to their brains.
  •  Invite them to prepare a snack with you. 

Simply doing an alternative activity is enough to reset their focus before going in for another lesson. You can coordinate their breaks with your own work schedule or with their siblings for a quick catch-up before everyone heads back to work again. Breaks are perfect opportunities to make sure they are ready to absorb new content each time they go back to their lessons.

Most of all, TAKE IT EASY…

Give yourself a break. It has been 2 weeks. We are all still trying to find the best combination of methods and habits to help get our families through this new way of life. We want the best for our children and it can seem daunting to coordinate all these different things to support your children. That’s why focusing on little tweaks to our daily habits can help set your children up for success each day. 

At the same time, give them a break too. This circuit breaker is a transition that can be difficult for them to navigate. You may not see them become completely independent overnight but 5 extra minutes of uninterrupted time each day is still a win. Recognise that they too are trying through positive reinforcement or affirmation. “Thank you for helping to put your cup in the sink” or “Good job for finishing up you assigned tasks today!” can go a long way in helping them feel more positively towards learning and shaping them to be independent learners.

We are almost at the end of Week 2. There is still 2 weeks to go. We’re halfway there. Stay Safe, Stay Healthy.

Teachers were surprised, and forced to be creative when home-based learning was announced. They had to adopt new and different technologies, methodologies, and pedagogies, all of which will change the way they teach forever

Now, there is an increased emphasis on learning independently and effectively. Teachers are facing tension between delivering content efficiently and trying to do so without coming across as uncaring and aloof to the students’ learning experience.

What can teachers do to build a positive learning environment amidst this period of drastic change?

The HEART strategy by Harvard Business Review (Waldron and Wetherbe, 2020), provides a framework that answers these problems. Providing teachers with a way to connect and care for their students, while delivering the content and teaching they need to.

It’s simple to exercise, and requires only a little effort. It will even help when times go back to normal.


Humanise your classes

This is the first time your students are spending more time at home with their family. You may want to begin by empathising with how they may be feeling, especially at their age where they place higher emphasis on social relationships than on family. You would have heard students saying phrases like “It’s so boring at home”, “I will miss you so much” to each other on the last day of school.

While deliverables are important, how students feel while going through it is just as important. The attitude they form now towards learning, shapes how they learn when they’re back in class.

Consider setting 10-15 minutes aside each week to talk about how their learning experience has been and how you can help to support them. Give some motivation through a story or a quote to know that you are with them along this journey too. 


Educate them on how to interact with you

Share with students about the constraints that you may face. They usually seem to complain a lot but they are not people without empathy. Sharing circumstances and constraints open avenues for students to problem solve with you. You never know what they have to offer.

You can also encourage them to take the initiative and search for resources which may teach the content better. A collaborative community can be built around learning.


Assure stability

Students buy into you as a person before they buy into what you teach them. Your uniqueness as a person makes you a very special teacher. As someone who’s detail-oriented and always ensuring that students fully understand the intricate steps, or as an inclusive teacher who seeks to involve even the quietest student. “Continue to provide the things they have come to know and love”. You don’t change, even if the environment is changing. These are the very reasons they love you as a teacher.


Revolutionise what your students value about you

Change is the only constant, and change gives rise to opportunities for innovation. Previously, we might have focused on delivering content. In this time while they’re stuck at home, what can we teach students about life skills? Give them tips on developing discipline to sit and learn effectively in the home environment they’re in. Overcome procrastination. How to focus and get onto the “zone”?They may even be seeking advice on how to interact with their family members for such long periods of time. How to enjoy silence and peace and even learning a new skill.

Show them how these life skills stay with them forever and will be useful wherever they go. Share a part of your life, you are deepening relationships with them even through a screen.


Tackle the future

Give certainty to your students. Let them know the long and short term goals in the pipeline and the strategies towards it. You’re priming their minds for future tasks and actions. 

Show them what plans you have to make the next month more enjoyable. Be willing to change and improve the way you teach now and even after this whole pandemic is over. These improvements now inspire confidence and let your students know that you’ve got it in control. Show that you’re responding, not reacting.



“They don’t care how much you know, until they know how much you care.” – John Maxwell.

One of the strongest factors motivating students’ learning is their personal relationship with their teacher. Students don’t wish to disappoint a teacher who puts so much effort to care for and help them. 

With these communication and interaction strategies, you can even emerge from the crisis with much stronger relationships with your students.

Build on your relationships and you can build their learning.