Abstract:

The global pandemic has forced many of us to learn new skills and adapt to a new "normal". While we may desire the return to past practices, our current situation remains full of uncertainty. Many teachers and parents around the world are looking ahead and thinking what the new academic year might bring. Students are also wondering what the start of the new school year will look like. Using the reflections sent in by international school teachers, parents and students towards the end of the 2019-2020 academic year, common questions have come up. "If we have to start virtually, how will I get to know my students?" "How do I develop a positive class culture and identity in the virtual environment?" "How do I plan and engage my students, even my most reluctant students when not in a face-to-face situation?"

We know that robust data on student learning has powerful effects on the multiple aspects of learning including the cognitive, emotional and the social (Campbell, Brownlee & Renton, 2016). The data collected becomes a tool for learning, not only for the students but also for those who facilitate learning. We also know that robust data on student learning involves a pattern of observations and a process of documentation (Axelsson, 2019). This requires co-construction between the adults and students so that student thinking and learning becomes visible to all.

Data collection remains one of the most challenging aspects for teachers in distance learning (Global Online Academy, 2020). How might we gather data to come to know our students as learners when we do not have the benefit of face-to-face connections? This question frames the scope of this paper. COVID-19 placed distance learning as a key mode of education delivery rather than a complementary feature to face-to-face learning. Given this context, it is essential to rethink the way we collect data as directly transferring our practices from a face-to face setting will not necessarily work online. What is paramount is to keep the student at the forefront, thinking flexibly and asking ourselves: What will I relinquish? What will I restore? And what will I revolutionize? (Murdoch, 2020).

Taking our experiences in responding to the pandemic thus far, we can use the lessons learnt as windows of opportunity. Distance learning requires extra considerations. It requires adults to think strategically and creatively. In gaining the competence and confidence in collecting data effectively to know our students, this paper will be structured around the following principles:
-Relationships are critical
-All behavior is communication
-Maintain a growth mindset

Keywords:

Knowing our students, data collection, relationships, growth mindset.