EPISODE NOTES
In this episode, Claire talks with Koren Sanderson about the realities of remote teaching.
Koren is a Year 6 teacher in a school in Staffordshire. She is a member of the middle leadership team, has a shared subject responsibility for English and is the reading coordinator for the whole of her school.
Koren discusses her experiences of the move to remote teaching and learning and shares some tips and advice based on what has worked and been successful for her and her school.
 
KEY TAKEAWAYS

Have a clear structure and realistic expectations.Share a timetable with parents. If it needs amending during the course of the week then send out an updated version. This is particularly important for children with SEND (special needs) who may struggle with change, or for those who may be finding a lack of routine challenging. Sharing a timetable allows children to know what to expect.
Safeguarding and wellbeing checks.Have the expectation that children are visible on cameras, even if just during registration. Make time for informal chat to maintain their wellbeing.
Be strict with your time when you’re not working.Parents may well message at a time that is convenient to them but teachers need to make sure they turn their devices off, and log out, at the end of the working day. Make use of the ‘quiet hours’ featured on the platforms used by schools. If parents have effective means of contacting school during the day, most will appreciate that their concerns and queries will not be answered in the evenings, but they will receive a response at the next available time.

BEST MOMENTS
“The main thing that we wanted to get across is that this is a new thing for everybody. It’s a scary process for a lot of people and there [are] so many challenges that people face with technology, with delivering the lessons.”
“Be flexible. Be adaptable. Take a relaxed approach and listen to what the families are saying to us because it’s not easy – especially if you’ve got more than one child at home or you’ve got poor internet access.”
“Because we’ve got really good communication with our school community, [parents] know they can get in touch with us on Dojo, they can e-mail our ‘corona support e-mail’, there’s a member of staff available at all times during the working day, so the feedback has been really, really positive.”
“If parents are struggling, we want them to be okay. We don’t want them to feel under pressure.”
“If systems are in place and you’re communicating effectively with each other, sharing good practice, talking about what’s working well but also just giving each other a punch on the shoulder and just saying, ‘You’re doing a wicked job. It’s not easy and you’re doing a fantastic job.’”
“It’s really important to be kind to yourself. We’re not superheroes. We’re not infallible. It’s possible to be an absolutely fantastic remote teacher without having to run yourself into the ground. It’s just about that organisation and communication and making sure that those systems are in place.”
“[It’s] having the confidence to say, ‘This doesn’t quite work for me. Is there a way that we can adapt it?’ Having those professional conversations with your colleagues and asking, ‘Is there anything that you’re doing that I might do?’”
“My life is really busy and I want to enjoy my family as well as work. I love my job, I’m passionate about it, but it is my job. I want to give 100% to that, but I also want to give 100% to my family and if I’m feeling down and miserable, and pre-occupied with what I’m not able to do, it doesn’t benefit anybody.”
“Accept that [parents are in] working families and the pressures that they’re under are enormous as well. We’ve got to come together and support one another. I do think they really appreciate that.”
“For grammar, punctuation and spelling, and sometimes for the maths, I use the Classroom Secrets resources. They’re fantastic, they’re differentiated, they come with answers, they come with PowerPoints and I can upload