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This Spring, I did a similar exercise asynchronously using VoiceThread and having students respond to each other’s recordings.

#Rhyme genie crack how to

During the class, I put students into Zoom breakout rooms in pairs and asked them to talk together about how they were fitting the COVID -19 experience into their self-story, how to help students do so, and what different narrative forms might mean for current and future well-being. Crucially, we can edit and shape our stories to live with more purpose and meaning. According to the idea of narrative identity, we all compose a coherent story from the stuff of our lives and then live by that story. In another session, I connected the topic of the session, narrative identity theory, to the COVID -19 crisis. I wrote and shared a haiku about the exercise: I modeled the task with my own examples: adaptability, Zooming, and downloading library e-books. I urged students to consider the qualities in themselves that were helpful or sustaining right now. In the third week of remote meetings, I used instant polling to have students create a word cloud from their pandemic era superpower(s). I've since had students do quick check-ins with varied prompts and response tools like the chat function and the Zoom white board (complete with hearts and stars that students found in the annotate function). It seems very important to have everyone speak in a virtual format and to acknowledge our collective and individual situations as we constitute our community online. For the first remote class, I have everyone share a story about an experience in their education so far that they feel has been a positive influence on their own development. I have found various ways to check in with my class members during the synchronous class sessions. I let students know that I am available to join them in a private breakout room for a individual post-class conversation. I greet everyone individually as they enter the Zoom meeting. At the beginning of every class, I remind students that I come online ten minutes early and stay online after the class to talk. I also use topical cartoons in some of the (few) slides I shared during the online meeting.

These include my usual practice of using poetry as a transition from class announcements to the topic of the day. I have done several things in my online synchronous class on college-student development theory to attend to my students as whole people.