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Zoom Fatigue? Try Our Best Practices for Virtual Classroom Facilitation

Zoom Fatigue? Try Our Best Practices for Virtual Classroom Facilitation

Teachers  |  Virtual Learning  |  Remote Work

In a single month in 2020, the unthinkable happened. Students in all 50 United States were impacted by school closures. Districts pivoted to short-term responses and initial guidelines for at-home learning. Now, a month after the coronavirus pandemic effectively halted traditional education for more than 50 million students, most districts have implemented or are in the process of implementing virtual learning plans and teachers across the country are finding creative ways to continue instruction through a screen. 

While Zoom became a household name in March 2020, we at Education Elements have used the platform and similar ones over the past decade to engage with our district partners. We’ve learned that it’s nearly impossible to create the in-person connection teachers and students are wholly accustomed to, but there are several best practices that lead to efficient, effective, and yes, even joyful virtual sessions. The tips we’ve collected along the way can quite neatly translate into virtual facilitation strategies teachers or leaders of school teams can test out. From preventing Zoom fatigue with bio breaks or DJ’ing our way through independent reflection time, check out our new guide to learn our best practices for your next virtual classroom session.

A Free Downloadable Guide – Teacher Guide: Best Practices for Virtual Classroom Facilitation


And don’t forget to check out our companion guides!


About Gabrielle Hewitt

Gabby Hewitt is an Associate Partner at Education Elements, working directly with large and small schools and districts to impact student growth and success. She spent six years in the classroom as an 8th grade U.S. History Teacher, first in Prince George’s County, Maryland, and later with KIPP DC. In her first year in the classroom, she was selected to receive the Maryland Association of Teacher Educators Distinguished Teacher Candidate award. During that time, Gabby also wrote the county-wide history curriculum for middle schools and assisted the Prince George’s County Social Studies Department with the rollout and integration of the Common Core State Standards. Gabby led teams as both the Social Studies Department Chair and Eighth Grade Level Chairperson before leaving the classroom to train and manage the development of resident teachers in her charter network. As the Manager of Professional Development for the Capital Teaching Residency program with KIPP DC, she developed skills in planning and facilitating adult professional development, project management, and effective teaching evaluation models. Gabby holds a B.S. in Political Science and a B.A. in Mass Communication from Louisiana State University. She earned her M.S. in Educational Studies from Johns Hopkins University. Born and raised in New Orleans, Gabby currently lives in the Washington D.C. area with her husband and sons. When she is not working, you can find Gabby pursuing her passion for photography, finding new coffee shops, and chasing around her two little ones.

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