During this period of virtual teaching, hybrid platforms, and six-foot +++++++++ social distancing, how are you addressing the social and emotional needs of your students? Can you give us some insight into some of the strategies that you are applying? How is your school addressing student social and emotional needs right now? Should we even be asked to address social and emotional needs right now? Where, in your estimation, does curriculum coverage stand in the "scheme of things" at this point in time?
During the first two weeks of school, I used several "ice breaker" activities in class to help create a sense of community. As we continue and start to focus more on the curriculum, I plan on using our "virtual Wednesdays" (all virtual, no new lessons or assignments) to get my students off the screen. For example, this Wednesday, after attendance I will have the students mute themselves, keep their screen on and work on a coloring page (math related) and allow them to listen to their own music. I will be present but not actively involved with their activity. They will be given an opportunity to practice but without the computer. I do think curriculum coverage is important as I think concerns about "falling behind" create a lot of additional stress and anxiety but I also believe teachers and administrators need to adjust expectations with how much will be covered this year.
ReplyDeleteAbove comment from Kathleen
ReplyDeleteI started the day with morning meetings so that each child could feel heard right from the start of the day. This gave everyone a chance to say their name and something about themselves. Social and emotional needs are getting lost along with the curriculum in my opinion. I think teachers are working over time yet getting less across to their students. Being at home and on the computer all day there are many distractions and frustration for the students and teachers. I think that teachers are putting to much pressure on themselves to get through curriculum that wasn't meant to be taught virtually. - Cori Lardieri
ReplyDeleteOne of the ways I have seen the teacher I am observing address the social-emotional needs of the students is by having meetings with them during her office hours. During this time, the students and their parents are able to ask the teacher questions about assignments and things they don't understand from the lesson that day. She also has posted a "help board" for each assignment so the students who do not have time to talk to her after hours can still receive some help. Google Hangout is also used for communication. During certain lessons, when a child finishes their assignments early, the teacher allows the students to have a "brain break", which means they get to either relax or complete an easy activity on the side for fun. Lastly, every morning during the morning meeting, every student greets someone just as if we were all sitting on the front carpet in the classroom.
ReplyDeleteI feel that trying to stick to curriculum right now is hard, but helpful for the students as well. I believe it will keep students from falling behind this year and provides more structure to the virtual class lessons. Sticking to a scheduled curriculum may be less stressful for the students because of the fact that it will keep everything structured and organized.
Post by Ray Robinson
ReplyDeleteDuring this season of hybrid and virtual learning my department and I have had the opportunity to start conducting Zoom meetings where we are actually working out in concert with our students (virtually of course, visualize an aerobics class).
That face to face interaction with them allows us to reinforce and stress the importance of leading an active lifestyle and how that positively impacts your health and wellness. Wellness is defined as "the state of being in good health" and your mental and emotional health falls under that umbrella.
Some of the strategies that my department have employed have been to encourage our students to get outside when they do their workouts to get some fresh air, posting questions in our classrooms such as: "how does working out affect your mental space?" Then we take a bit of more scientific approach in our explanation of why working out and being active helps you socially and emotionally. The release of endorphins in the body (physically) allows you to feel better and think more clearly which directly affects your decision making.
In addition to the workouts, we also have two days out of the week (Tuesday & Thursdays) that we do meditation and yoga where we focus on quieting ourselves to promote positive thoughts and clarity.
I think that we should absolutely speak toward the social and emotional well being of our students. We're educators and they're children. If we have the knowledge of how to help the improve their quality of living and their coping skills we should share that.
My last class and I just had a discussion about teaching the "whole student." As educators I feel that it is a fair responsibility of ours to address issues concerning our students as they arise. We are in a place to address students social and emotional well being right now so let's do so.
As it relates to curriculum, I almost feel that it is an unwritten rule to be able engaged with our students' social and emotional well being. I think that it is very possible that the next time our respective districts rewrites curriculum that there could be a more formal approach to addressing the topic (if there isn't one in there already).
I always start my classes with music and give them 3 minutes to log in on top of the 10 min that is allotted for them to come in before they are marked late. I asked questions about them, not the usual questions Like “are you okay?” I feel that being straight forward with high school students, you won’t get much out of them. You have to in a way disguise the question. They open up more that way. Because they don’t see that question as directly aiming to how they truly feel, which they won’t say. I also include picture associated with the questions, which I feel they enjoy.
ReplyDeleteHonestly when it comes to their social emotional needs, we should not be “poking the bear” because I feel that it will make things worse. We should approach with caution and with the inkling that we already know that there is a way they are truly feeling. We need to be supportive and understanding. Teenagers especially don’t want to talk to adults, but if we make them comfortable they will open up to us and know that we can be that ear that listen to what’s going on. Be flexible.