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We began this pandemic cycle of inquiry by acknowledging that we all viewed relationships with our students as foundational to the teaching and learning process (i.e., Elmore, 2004; Fullan, 2007; Noddings, 2014; Rimm-Kaufman, et al., 2014). While we had well-established strategies for creating caring classroom communities in our face-to-face classrooms prior to the pandemic, we were all searching for new online strategies for keeping relationships vital when faced with the abrupt transition to remote instruction and the isolating effects of the Spring 2020 lockdown, both for ourselves and for our students. Hence, we committed to documenting and sharing with one another, the innovative strategies we were employing across our elementary and secondary school contexts. Through the use of informal sharing time and Zoom breakout rooms, we were able to connect personally with our students and to revitalize teacher-to-student and student-to-student relationships in our virtual classroom space.

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