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How can teachers engage students in online learning?

In this module, teachers explore a variety of strategies to motivate and engage students in their learning. Activities include tips for fostering academic ownership, providing relevant and meaningful feedback, and other student engagement strategies, such as:

• Alternative ending: Create alternate endings to literature using digital storytelling software or website tools. Share endings by sending participants to the website.
• Come in character: Turn on your Webcam and talk to your students as a character. Make it humorous with a funny pair of glasses, hat, or an accent. Make it related to your content area by dressing as a particular character or historical figure.
• Picture of the day: Prior to the session, students can submit a favorite photo or drawing. Choose one to share at the beginning of the session.

Get the full list

Bibliography
“Engaging Students in Learning.” Center for Teaching and Learning. University of Washington, 2017.

Hurst, Stacy. “Seven Ways to Increase Student Engagement in the Classroom.” Seven Ways to Increase Student Engagement in the Classroom – Reading Horizons. Reading Horizons, 18 Sept. 2013.

Palloff, Rena M., and Keith Pratt. The Excellent Online Instructor: Strategies for Professional Development. N.p.: Jossey-Bass, 2011.

Papaioannou, Eugenia. “Psychological Aspects That Affect the Learning Process.” Edutopia. Edutopia, 3 Sept. 2016.

What role does building a community of learners play in the learning process?

In this module, teachers explore how to create a welcoming online learning environment that fosters personalized learning and communication to create a sense of community.

Activities include how teachers can develop teacher-student and student-student relationships, along with strategies for building connections both synchronously and asynchronously within an online learning environment.

Bibliography
“Culture of Learning.” Learning and the Adolescent Mind. The Charles A. Dana Center at the University of Texas as Austin and Agile Mind, Inc.

Garrett, Amy, Aimee Whiteside, and Somer Lewis. “Get Present: Build Community and Connectedness Online.” Learning & Leading with Technology 40.2 (2012): 22-25.

Martin, Florence, and Michele A. Parker. “Use on Synchronous Virtual Classrooms: Why, Who, and How?” MERLOT Journal of Online Learning and Teaching 10.2 (2014): 192-210.

Premuzic, Tomas. “What Your Email Style Reveals About Your Personality.” Fast Company. Fast Company, 06 June 2014.

Gemma Weir launched a non-profit when she was just nine years old.

Yes, you read that correctly: nine years old.

She started��, an organization that collects and donates new stuffed animals to children who could use a cuddly companion.

Most of the toys are donated to a children’s hospital in Fort Worth, Texas.

Gemma also donates stuffed buddies to tornado victims and local shelters.

To date, Gemma has collected and donated more than��3,000��stuffed animals.

A small start

Fluffy Love began a long way from those 3,000 stuffed animals.

“At first, we got the word out through church groups,” says Gemma.

Soon the stuffed animals came pouring in – and not just from her community in Grand Prairie, Texas.

A Facebook page helped spread the word.

“That got an incredible response,” says Gemma’s mom, Heather. “We also received hundreds of toys from friends and family in Scotland!”

Gemma says it’s been amazing to watch Fluffy Love spread joy in her community.

Recently, a little boy came up to Gemma at church. He was holding a stuffed animal in his arms.

“He told me that he had broken his arm and wound up in the hospital,” Gemma says.

“A nurse gave him the stuffed animal. He said it brought him so much comfort as he went through something scary,” she says.

The toy had been donated by Fluffy Love.��

Learning along the way��

Gemma is now enrolled at Texas Connections Academy, a virtual public school that gives her the flexibility she needs to pursue her work with Fluffy Love.

“I can get ahead on schoolwork a few days a week, then focus on Fluffy Love,” she says. “I’ve really learned the importance of time management!”

Two schools recently invited Gemma to speak to students about her project.

“I was nervous, but it was amazing experience,” Gemma says. “The students at both schools were super receptive.”

One school was so inspired by Gemma’s story that students decided to have a toy drive for Fluffy Love.

Encouraging kids to dream big

Watching Gemma find her passion has been one of Heather Weir’s greatest joys as a parent.

“Gemma was very shy and quiet growing up,” Heather says. “It’s been incredible to watch her grow with Fluffy Love.”

When it comes to supporting their kids, Heather has one simple but powerful piece of advice for parents: encourage ideas.

“Parents should always get behind their kids,” Heather says. “It can help them find what they love and flourish.”

Inspiring others

Gemma is now in ninth grade – and Fluffy Love has grown alongside her.

Last year, the organization officially became a 501(C)(3)-certified non-profit.

As she looks toward the future, Gemma sees plenty more opportunities for Fluffy Love to inspire positive action.

The mayor of Grand Prairie, Texas proclaimed December 12^th��as Gemma Weir Day in recognition of her service to the community.

“I hope it’s a day that inspires everyone to follow their passions and think about how to make a positive difference in other people’s lives,” Gemma says.

Inspiration from experience

Debbie Goldammer remembers spending a lot of time in the hallway as a fourth-grade student.

“Every day, my teacher would tell us to copy our spelling or math from the board at the front of the room and every day I asked where it was and got sent to sit in the hall,” she recalls.

Debbie couldn’t see the board well enough to read the writing.

“For me, as a young kid, being sent to the hall made me feel like I was bad. I didn’t understand what I was doing wrong.”

Eventually, Debbie’s father noticed her poor eyesight and she got her first pair of glasses. After that, her trips to the hallway stopped.

“My teacher never took the time to see that I couldn’t see,” Debbie says.

That experience as a young child inspired Debbie to become a teacher herself.

“I became a teacher because I wanted to watch for those things,” she says. “If kids couldn’t see or couldn’t hear, I wanted to watch for that and help them.”

Debbie��spent the last 40 years doing just that; she recently retired from a career teaching.

Getting started

Despite getting glasses and making the decision to become a teacher, Debbie didn’t always excel at school.

“I never really tried and focused in school,” Debbie says. “It was mainly my mom going ‘get your homework done, get your homework done.’”

It wasn’t until Debbie’s seventh-grade math teacher held her to a higher standard that she realized she could do more. When she moved into eighth grade without being placed in the advanced class, the teacher demanded a reason.

“She said, ‘you were my top student last year, you…belong in the top class,’” Debbie says.

Debbie moved to the advanced math class and experienced her second learning epiphany.

“That’s when education became important to me,” she says. “I saw it could get me someplace if I worked.”

The right emphasis

Debbie always planned to teach fourth grade—the same grade she spent so much time in the hallway—and chose elementary education for her college major.

One trip to her academic advisor’s office changed those plans—she was only a few credits from earning a minor in math.

She spent her early years teaching math to sixth-eighth graders before moving back to her hometown to teach eighth-grade math in the same classroom for the next 32 years.

“I really liked junior high kids,” she says. “They’re their own little beast—they still respect you but want to try you…there’s a lot of change happening in a short time.”

Returning home

Spending the majority of her career teaching in the community where she grew up was special, Debbie says, particularly when it came to teaching the children of former students.

“I have 100 percent of the support [of my former students],” she says. “Former students who are now parents know what I will do for my students.”

Including adding a new class to her teaching schedule.

Not long before her retirement, Debbie took over teaching a dual-credit college algebra class, allowing students to earn college math credit while in��high school.

“My principal asked me three times to teach the class and I said no three times,” Debbie recalls, saying she didn’t feel qualified even though she was certified.

“The fourth time, he said, ‘You’re the only one certified to do this, this is for the kids,’ and I couldn’t say no to that.”

Debbie says she can’t count the hours she spent preparing and studying so she would be ready to teach the class. She even turned to YouTube for refreshers.

“I wanted to make sure I could teach the kids as best as possible,” she says.

Moving forward

Debbie spent the first few weeks of her retirement cleaning out her classroom, getting it ready for its next occupant. But not everything had to change: a Goldammer will still be teaching eighth-grade math at Butler High School. Her daughter, Heather, will be moving down the hall to take over her mother’s classroom and schedule.

“I spent the first few years of my career determined not to be just like my mom,” Heather says. “But along the way, I’ve found my own path and now I feel like I’m stepping into her shoes without mimicking her.”

For her mother, Heather’s choice to follow a similar path is a point of pride.

“Heather could have gone into anything she chose,” she says, “but she chose education.”

Online teaching has gone viral! COVID-19 is causing teachers, who never thought they’d teach this way, to dive right into unchartered territory. Learning how to use technology to deliver content and evaluate students’ mastery of course principles is happening–almost overnight—and often without much guidance for instructors.

Faculty are often working more hours than they can count, trying to quickly ramp up so their students have little disruption in their learning.

Creating online learning environments is daunting, even for seasoned online instructors with weeks of lead time. But now, face-to-face face teachers are under the gun to get these courses up and running pronto. Those teaching in Spring 2020 are under pressures no one ever anticipated.

Add on to that the stress of self-isolation, homeschooling children, and sharing home office spaces with partners and children. Self-care is vital for any caretaker, and right now, it’s vital for teachers too.

This article offers teachers self-care tips to destress and renew so they continue to offer their expertise and talents to their students in these unprecedented times.

1. Work-time

Use the method of working. Complete 25 minutes of intense work followed by a 5 minute break. Repeat 3x if needed. Then take a 30 minute break before beginning the cycle again.

Remember, a 40-hour work week included water cooler time or meetings. Four hours of intense work per day is really an ambitious goal. Clearly, sometimes we spend more time and sometimes less, but don’t let working online dominate your entire day.

You need designated down time. Make rules for working hours that suit your most productive times and around other people and duties in your home.

2. Workspace

Designate a workspace (even if you have to share). Straighten and clear your work area every day. Try to keep this space only for your online teaching. Leave it when you have completed your work and don’t return “just to check.”

If you have to share a desk or computer with others, create a schedule and a way to remove your tools for work. Try putting your office tools on a cutting board you can take with you when you exit or find a box for your files/papers. This way, you have a portable workstation you can remove to prevent others from disturbing.

3. Teaching support

You are not alone. There are plenty of resources for teaching online, some at no cost. Sites like �ʱ𲹰����Dz�’s can provide you with online teaching tips as well as faculty experts to consult about best practices for teaching online.

4. Take care of your students

By now you may realize how time consuming and emotionally draining maintaining an online presence with your students can be. Take these steps to help take care of your students, and yourself!

• Remember #1 and don’t feel you must be physically present 24-hours a day because your students may email you at 2 a.m. And while you need to find ways to create a real relationship at a distance with your students, they didn’t have access to you in the classroom beyond their class times and your office hours. The same rules also apply online.
• Be clear with your students when you will and will not communicate with them. Defining expectations reduces misunderstandings that can occur when asynchronous communication becomes the rule rather than the exception.
• Be cognizant of this crisis and consider bending some rules in your class that made sense before but may become less relevant now. Practice flexibility.
• Focus more on collaborative activities between students if possible (shared Google docs or other methods of online collaboration).
• Rethink deadlines.
• Offer students some live time virtual meetings with you.
• Create short video messages to your classes showing your willingness to understand how this crisis is impacting their lives.

5. Exercise

If you follow the Pomodoro method mentioned above, use the breaks for some type of physical exercise. Intense mental focus is relieved by short bursts of physical activity.

• Try using an exercise ball to stretch out your back. Or you jump on that stationary bike or step machine.
• Designate off time for physical workouts every day. Being confined in our homes doesn’t mean we can’t work out. Use YouTube for dance workouts (you can do this with anyone in your home or alone).
• Take a walk (keeping safe distances). Getting outside, even if it means on the roof of your building, will do wonders for your attitude. is particularly important, so try to get some of those early morning rays on the top of your uncovered head.

6. You are what you eat

Eat well, but not deprived. Now may not be the best time to go on that diet, but it is a time to eat well.

• Comfort foods like chips and candy aren’t the best mindless munching snacks. Instead, try nuts, fruits, or crunchy veggies. Reserve your “treats” for designated times and make sure to really focus on the enjoyment of that special something (chocolate for many of us).
• Eating out is not an option currently, so find ways to get fresh vegetables, fruits, and other groceries in safe ways. There are companies that will deliver fresh veggies and fruits to your door weekly, and many markets are providing curb side pickup or deliveries of preordered items.
• This may be the time we all learn to create shopping lists and stick to them, making meal plans, maybe even cooking those recipes we’ve been saving and never trying.

Remember as you plan and eat well, we will all emerge from our cocoons in time; while a few pounds to shed may not be something to worry about, gaining 20 or 30 pounds will decrease your sense of well-being, creating additional stress. So, refer to #5 again!

7. Take care of your feelings

Most of us are overwhelmed by this crisis. Be gentle with yourself if you find you are less patient with others, have times when you just want to be completely alone, feel anxious, or find yourself in a cleaning or cooking frenzy. These are just signs that you need to decompress a bit.

• Take up that hobby you’ve been putting off; use yoga or meditation to set the tone for the day or to decompress, or relax with a book in the evening. There are many free apps that can help you with these types of activities.
• Reach out virtually to friends and family through regular video meetings. Free resources such as Zoom, Slack, Google Hangouts, or Teams in Outlook can help you connect real time with those you love.
• Attend virtual concerts that many orchestras and musicians are creating to provide comfort and inspiration, watch live cameras of zoos or wildlife, or start that blog you’ve been putting off.

Externalize your feelings in healthy ways by talking with supportive people either in your home or at a distance. If these feelings result in prolonged depression, please know there are many online counseling services that provide counseling. are mobilizing and also working from home to help decrease stress and depression.

8. Care of others

One of the greatest methods of self-care is to flip the focus of helplessness or irritation and think of ways you are already caring for others. Look for fresh ways to be supportive of friends, family members, and your community that you hadn’t considered before.

There are sites and apps that offer opportunities to in a number of ways beyond just donating. Often getting out of ourselves and into the needs of others lifts our spirits, increases our self-worth, and spills over to the jobs at hand; caring for the educational and sometimes emotional needs of our students.

Know that while you may not be getting the applause and ticker tape parades you deserve, your tireless efforts to provide ongoing education are not without notice. We will come out on the other side of this, and hopefully with greater depth in our understanding of what teaching and teachers mean and can come to mean to the students today facing challenges we have never encountered.

You are the trailblazers, teaching the leaders who will face new worlds of challenges. Take care of yourselves! The world needs you!

You may have seen it splashed across your newsfeed – an X-ray of a human skull with tiny bones poking out above the neck. Bones that never used to be there.

The image came from a study published in , which linked the bone deformities to excessive time spent hunched over looking at screens. Within a few days, headlines spread across the globe like missives from a dystopian future: ‘Teenagers Grow Horns From Smartphone Usage.’

Technology has changed the way we live, learn, work and communicate. It’s no surprise that a research paper suggesting it’s also reshaping our bodies went viral.

It’s equally unsurprising that the sensational headlines

The ubiquity of smartphones has fueled the ongoing debate about the effects of screen time. Even major tech companies like Google and Apple – the very professionals who build and evangelize this technology – are rolling out new products aimed at helping people track and reduce their screen time.

A found that 95 percent of American teenagers have a smartphone or access to one, and about half are online on a near constant basis. That translates to about 6.5 hours a day consuming screen media, not including time spent using media for school or homework,

So, what do we know for sure? Though the next generation isn’t at risk of developing horns, here are a few things science has confirmed about the effects of screen time.

Screen time affects sleep quality

Smartphones are such an intimate part of our lives that we’re bringing them into bed with us. from Common Sense Media found that 29 percent of teens sleep with their mobile devices in bed with them and an additional 39 percent sleep with their device within arm’s reach. Though it may seem harmless, notifications are hard to resist – nearly 40 percent of teens said they wake up to check their phones at least once during the night. have shown that the light emitted from devices impacts the body’s circadian timing, making it more difficult to fall and stay asleep.

Screen time should be very limited for young children

Children are increasingly learning how to use technology before they can talk, walk or read. But research suggests that exposing young children to too much screen time during formative early years can impede their development. A recent study found that, on average, children ages two to five spend two to in front of a screen—and that increased screen time is linked to behavioral, social and language delays. For reference, currently recommends one hour per day of high-quality programming alongside a parent for that age group.

Uninterrupted screen time affects vision

Ophthalmologists agree that digital eyestrain is a real problem. Kids spending too much time on screens can experience dry eye, headaches and blurry vision. These symptoms are usually temporary – and a result of not blinking enough while looking at a device. The solution? The American Academy of Ophthalmology recommends taking a 20-second break for every 20 minutes of screen time.

Screen time keeps us more connected

that one of the great benefits of our digital lives is the ability to connect with people anywhere in the world at any time. of teens’ social media use found that “connecting with friends and family” was, by a long shot, the primary reason teens believe social media has had a positive effect on people their age. Teens who responded directly to the survey also emphasized how social media enables connections with new, likeminded people. As one 15-year-old girl , “It has given many kids my age an outlet to express their opinions and emotions and connect with people who feel the same way.”

All screen time is not equal

It’s easy to think of screen time as all-encompassing, but the reality is much more nuanced. of children ages four to 11 found that “how children use the devices, not how much time they spend on them, is the strongest predictor of emotional or social problems connected with screen addiction.” In other words: it’s all about the content. Aimlessly scrolling through social media and watching TV are common examples of passive screen time that don’t benefit cognitive development. But active screen time that uses technology for creative, educational and engaging purposes can significantly benefit children, and should be encouraged as technology continues to play a prominent role in their lives.

Ensuring that dual enrollment courses match the rigor and quality of traditional higher education courses requires thorough teacher training and accreditation, access to collegiate curricula, affordable student materials, and student readiness programs. It can be a challenge to coordinate all of these vital elements for every dual enrollment class, especially considering the myriad of dual enrollment course models available. Courses can be taken on the college campus, on the high school campus, remotely online, and even in hybrid versions comprised of online and face-to-face instructor interaction.

Overcoming obstacles to accreditation

The extensive initial accreditation process and training is an issue that I have personally experienced as the first dual enrollment science instructor for Lee College in Baytown, Texas. Previously, I had been teaching various levels of secondary science curricula from remedial to advanced placement (AP) when I received accreditation from Lee College to teach biology and related subjects at Hargrave High School in Huffman, Texas.

To receive this accreditation, I had to provide documentation of undergraduate and graduate school transcripts, proof of completion of my bachelor’s and master’s degrees, and a CV outlining my research projects and publications.

The biology department developed an internal committee to review my paper credentials before beginning a three-step interview process. I had an initial sit down interview to discuss my experience before being asked to design and teach a sample lesson at the college campus. Finally, I had to undergo a skills assessment to test my laboratory acumen.

Facing professional development challenges

While necessary to ensure instructor quality, the accreditation process often creates a bottleneck effect for dual enrollment programs. Student interest far exceeds a school’s ability to vet instructors. A focus of many dual enrollment coordinators, policy makers, and school officials is simplifying the process of identifying and accrediting qualified instructors. This resonated with the attendees of the 2019 regional and national NACEP conferences who completed the survey at our ����app booth. In fact, 41% of respondents indicated teacher professional development and accreditation was one of their largest program pain points.

The College Board Advanced Placement program offers week-long, intensive summer institutes on college campuses nationwide where teachers receive certification to teach AP courses. Can collegiate systems work in conjunction with governing bodies such as NACEP to hold similar dual enrollment institutes?

While the process of obtaining credentials can be cumbersome, it is equally difficult to maintain a schedule of professional development opportunities for dual enrollment instructors. Hargrave High School was more than a 50 minute drive from Lee College, prohibiting me from attending most on-site training. Travel to department meetings, team meetings, and faculty-wide technology and platform training could feasibly take an entire day, when in actuality high school teachers are only granted one or two 50 minute planning periods per school day.

The need for creative solutions

The most effective dual enrollment programs will solve these problems with outside-the-box solutions. Many collegiate partners are now offering evening, weekend, and summer professional development opportunities to accommodate the traditional high school teacher’s schedule. In addition, on-demand and webinar-based professional development can help bridge the distance gap between high school and college campuses.

The University of Texas OnRamps program employs a hybrid model wherein high school dual enrollment teachers attend an intensive summer institute followed by continual web-based support from a tenured faculty member. This allows the program to be administered throughout the entire state of Texas, helping to alleviate both the accreditation and professional development distance gap. Another unique solution is the development of dual enrollment satellite campuses such as the Lee College South Liberty Education Center. This center is located an hour away from the main campus of Lee College, allowing for a different subset of area high school students to convene to take dual enrollment classes from a qualified instructor, thus also helping to alleviate the burden of teacher accreditation and training.

These issues represent a small subset of the challenges faced by dual enrollment programs. In subsequent blogs, we’ll explore additional pain points we’ve discovered, share best practices, and present ways that ����app is here to ensure equitable access to quality dual enrollment courses. Stay tuned for future posts addressing access to collegiate curricula, affordable student materials, and student readiness programs.

For more information on the OnRamps program, please visit . For more information on the Lee College South Liberty Education Center, please visit .

As a former full-time community college math professor in the state of Florida, I had many dual-enrolled high school students in my classes over the years. For community college instructors, having dual enrollment students in the classroom doesn’t change much about how we teach or conduct class. Sure, I reminded my college-aged students to be mindful that there were minors in the room, and I frequently tweaked due dates at the beginning of the semester since many dual-enrolled students had to wait for the district to provide their course materials. But I had the luxury of teaching my courses using the same textbook regardless of whether I had dual-enrolled students on my roster or not.

Another advantage I had was that my department was an early adopter of and , so I felt comfortable not only creating courses and assignments in those programs, but also helping my students take advantage of the great features they contained. I didn’t realize how different the experience of teaching dual enrollment can be for high school teachers until 2018, when I joined ����app on a new team whose goal was to make dual enrollment work better for all teachers.

Accessing dual enrollment materials

Most dual enrollment partnerships require that courses taught in a high school must use the same course materials as the equivalent college course. This means that high school dual enrollment teachers must not only get their hands on the textbook, but also gain access to any corequisite online component (such as ).

Fortunately, ����app has made these two tasks easy, thanks to an updated website designed with dual enrollment teachers in mind. On the Preview page, you will find a link to our Dual Enrollment Instructor Access Request Form, where you can request access to our digital platforms (which contain the eText) and also request a print textbook (if needed). Additionally, the Purchase page walks users through the options to purchase student materials, since dual enrollment can have various purchasing models not commonly found in higher education.

How-tos and support

Like myself, many college professors have been using MyLab and Mastering for years, but fewer high school teachers have experience with these platforms. Still, if the college is using MyLab Math in their precalculus courses, the high school teachers are typically expected to use MyLab Math in their dual enrollment precalculus courses as well. ����app provides high school dual enrollment teachers with the resources they need to become comfortable using our digital products. Visit our Get Started page to learn how to register yourself and your students for MyLab or Mastering.

Once you are registered and are ready to learn more, the Training and Support page provides the opportunity to subscribe to our customer success journey emails that are loaded with helpful tips, or register for a webinar to take a deeper dive into using your MyLab or Mastering product. This page also explains how to get access to the Instructor Resource Center so you can download presentations, instructor manuals, test files, and more.

Lastly, this page offers assistance in case you need technical support. We have worked with our sales and technical support teams to better prepare them to tackle dual enrollment-related issues. We encourage you to bookmark our , which contains much of the same information as our website, but in a handy PDF format.

����app is committed to providing solutions to the unique needs of dual enrollment teachers. See how we can help your program by reading through our Results and Success Stories.

Have questions?

When you are ready to learn more, your sales representative can answer questions regarding content, pricing, and delivery. If student materials will be purchased via high school purchase order, . If student materials will be purchased via any other method, find your higher ed sales representative.

Being a leader can be challenging at the best of times, but even more so in a crisis situation like the current pandemic. Transitioning Survey findings from ����app identified that people’s satisfaction with the work from home experience has declined: Only 82% of those in the US are currently satisfied with working remotely versus 93% in early March.

But how do you lead well when you can’t physically meet with the people you are leading? Here are our tips for effective leadership in a virtual world

1. Focus on inspiration and motivation, rather than just managing or controlling

Motivating and inspiring leadership strategies are especially important when leading virtually because we lack many social cues and tools we usually use to influence others. Be more mindful and practice this.

Examples of these types of strategies include:

• Displaying ethical and inspiring behavior, taking a stand, and acting with conviction.
• Supporting others and attending to their individual needs.
• Motivating others by projecting a positive vision.
• Supporting innovation and creativity.

2. Be optimistic, but honest

In times like these, people look to their leaders for hope, while also expecting honesty and transparency. This can be a difficult balance, when you might be experiencing personal stress and worry and often have to communicate bad news.

We recommend:

• Delivering information in a timely manner, and in a compassionate, caring, and straightforward way. from the CDC on how to communicate in a crisis.
• Giving others an opportunity to process the information, and a space to share their thoughts and experiences.
• Finding opportunities for realistic optimism, pointing toward the future and highlighting ways that everyone can work towards it.

3. Support trust and cohesion within virtual teams

It can be challenging for virtual teams to develop trust and cohesion.

As a leader, you can:

• Set norms and processes around communication.
• Encourage and schedule time for personal and social conversations as well as work discussions.
• Include regular opportunities for video conferencing, which allows for much richer interaction.
• Be a role model for these strategies.

4. Provide frequent and explicit opportunities for coordination

Because virtual teams have fewer opportunities to spontaneously interact and coordinate work, it is particularly important to provide clear channels and expectations for communication and coordination.

Leaders play a key role in establishing these norms and expectations, such as:

• Plan regular calls so that everyone in the group can share their progress.
• Use instant message or chat functions to take the place of impromptu in-person meetings.

5. Take care of your own mental health

Leaders are not immune to experiencing worries, stress, anxiety, or sadness at times of uncertainty. In fact, you may experience a unique set of stressors, making it all the more important for you to take the time to take care of yourself. For strategies to do this, .