Obstacles occur in every
classroom. These complications can be almost indistinguishable and easily
overcome or they can be dynamic and life-changing. As educators, how we deal with a
disturbance or interference makes all the difference. Either way, large or
small, as teachers we need to have strategies in place to help our students
recover from them. They need a stronghold on routine and familiarity so that
when they re-enter the classroom, their footing is solid. Students need to know
that the foundation of the learning environment is consistent with what they
remember, what they are already comfortable with. The first few days need to be
structured but flexible. Have conversations about what happened, but keep them
short and get back to learning quickly. By having a review of previous content, students will begin to feel more connected and at ease. Just talk, make
connections, let students feel comfortable with what they have learned, before
you add new information. As facilitators, we need to make sure we are not cramming
in data and rushing through lessons because we feel behind schedule, this will
only cause more anxiety for our fragile students.
Students need to feel
solidarity with one another and have time to get their bearings, express their
disappointment, insecurities and bewilderment. Give them some class time to
talk, just have conversations. Some of our students have not spoken to one
another through this absence and need to reconnect. Let them bond over what
they have all gone through. Many of their emotions will be hidden, only coming
to the surface in times of stress or confusion. Many will laugh and interact
with their peers, seemingly like nothing is wrong, however, even the smallest,
inconsequential of setbacks takes its toll. Even if students were only impacted
by watching the event unfold on television, they know people who have been
affected, they understand what has happened and processing it will take time.
One can choose to side step it, letting students cope outside of school with
family or as a teacher we can address it head on, make sure that students talk
about it, as difficult as that may seem, the feeling of missing out, or being
consumed with something no one is discussing is worse.
Allowing time for
students to share and reconnect is critical, but re-harmonizing our
relationships with our students is just as important. Monday is the first day back for my students and I am going to sit down at
every table and talk to each group individually. Listen to their stories, help
them feel safe and secure in our classroom community. Reassure them grades are
not at the forefront of our learning, understanding and confidence in the content is. I want to make sure they know that
learning is important and we will be moving forward, but that we will also be
continuing to heal together. We will review and make connections and add to our
knowledge slowly but surely, to readjust back to school in a mindful manner, not
a hectic, chaotic one. I will be spending a lot of time in the ‘power zone’ out
among my students but also one-on-one with them during our one-minute
check-ins.
Before we were impacted
by the hurricane, I had a 1-minute check-in with every student. We talked about
science and hobbies as well as strategies and goals. So, this week I will be
sitting down with each of them again. I will listen to them intently to
determine where they are, what they need from me to feel content and safe, and
how I can help them teach themselves strategies of resilience and focus. There
will be a lot of distraction and uncertainty for many students and I want to
make sure I ease them back into a routine but also back into a growth mindset.
One of overcoming adversity, listening to one’s instincts and asking for help.
The most important thing
I can do as a teacher right now is to listen. While some students will rebound
quickly, others will reestablish stability more slowly. Emotions will run high
for some students and others will appear cheerful, when deep down they are in a
very dark place. I need to be able to just observe and listen. I need to make sure every one of my students feels safe and comfortable back at school and in our learning community.
The only way to make sure every student harmonizes back into
the learning environment is to look them in the eye, regularly, and talk to
them. Ask them questions and get them to open-up to me. I am thankful I had the
opportunity to have a one-minute check-in with each of them before we were
separated. This will make next week more comfortable and relaxing.
As a class,
we have laughed and played. We have created a community board, a graffiti wall
of cell vocabulary and we have collaborated and had personal conversations. I
may not know all their names yet, but I know each of them, personally. There is a bond already
formed. Therefore, next week has a foundation, the scaffolding is in place, all
I need to do is slowly add the sheet rock and let students construct their knowledge,
independence and trust around the community center we call our learning
environment. To be available and present but also remote, because during times like these kids need to be kids too. They need to have time to be silly without an eyeful watch. I am going to be mingling and providing hugs and smiles. But most importantly, I will be emanating a sense of calm, mindfulness and joy needed to re-center and re-focus as a learning community.
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