Classroom Management Strategies for Hyflex Instruction: Setting Students up for Success in the Hybrid Environment

Autor/inn/en	Lohmann, Marla J.; Randolph, Kathleen M.; Oh, Ji Hyun
Titel	Classroom Management Strategies for Hyflex Instruction: Setting Students up for Success in the Hybrid Environment
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.807-814 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lohmann, Marla J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01201-5
Schlagwörter	Classroom Techniques; Blended Learning; Educational Environment; Electronic Learning; Conventional Instruction; Synchronous Communication; COVID-19; Pandemics; Best Practices + Suchen Sie Ihr Suchwort? Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend is the use of hyflex instruction, which involves teachers providing instruction to students simultaneously in the classroom and online. This form of instruction provides unique challenges for teachers, including establishing expectations and managing classroom behaviors. Teachers must utilize the same best practices in classroom management in the hyflex environment that they typically use in the face-to-face setting, including (a) teaching expectations, (b) modeling the desired behavior, and (c) providing timely and explicit feedback to support students, especially young children and those with disabilities, to follow the guidelines for physical distancing and to keep students, teachers, administrators, and their families safe at this time. This article provides a brief overview for general and special education teachers to apply these strategies in the hyflex instructional environment to support young children and maintain protocols required due to the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01