Abstract
In this monthly advice column, Phyllis Fagell offers advice to educators about their workplace dilemmas. One teacher wants to know how to help her easily frustrated students develop resilience during the COVID-19 pandemic. Another teacher is worried about the effect her school’s plan for hybrid instruction will have on her and her students.
I teach 3rd grade, and even in the best of times, kids this age are easily discouraged. But right now, my students are experiencing so much change and loss, and I’m struggling with how frequently they seem to be expressing disappointment, either verbally or through their behavior. I feel for them and want to help them. I’m also anticipating more of the same next year. These eight- and nine-year-old kids can’t manage little setbacks well, whether it’s a tough worksheet problem or a missed chance to be line leader, and I think it’s because they’re also coping with big disappointments. If I say we don’t have time for a read-aloud or virtual buddy time, one of them might complain that “Everything is boring!” or “I’m sick of this.” Or if I reshuffle the class groupings, they might become totally deflated and complain that they have no friends in their new group. And that may very well be true! Also, many kids really hate the Zoom part of our hybrid program and will be sullen throughout an entire online lesson, or they may blurt out that their parent made them log on.
This lack of resilience seems much more pronounced than in previous years, and there’s a real heaviness that permeates everything. I can remember seeing some of these same students running around outside when they were 2nd graders, and there’s no question they’re different now. I want to help them reclaim their lighter, pre-pandemic spirit. That seems more important right now than teaching math facts, though I’m obviously hoping to do both. I know I can’t fix the pandemic for them, and hopefully all of this won’t drag on too much longer, but what can I do to help my students now — and also the students I’ll have next year? I suspect these little guys will be reeling for quite a while, and I want to equip them to come out on the other side better able to roll with the punches.
The pandemic has had a huge impact on children, changing how they learn, live, and play. And no two kids are going to respond exactly the same way, because everyone has a different backstory and risk factors. That includes the amount of stress they’re exposed to overall, the number of previous traumas they’ve experienced, genetics, developmental factors, and the strength of their support system.
As their teacher, you’re a critical part of that support system, and while it might seem overwhelming, there’s a lot you can do to bolster their resilience. I raised your question with Jonathan Wilson, the director of OpSAFE International, an organization that provides care for children who have suffered trauma from natural and human-made disasters. He reminded me of the 80/20 rule: “Typically, after a disaster, around 80% of kids will be just fine and recover well, and around 20% will struggle,” he explained. “But if you just work with the 20%, addressing their needs as they start presenting problems, then you end up playing whack-a-mole, jumping from crisis to crisis. It’s better to work with the 100% to rebuild community, talk about feelings, and reduce distress. Then the whole group helps you support the 20% and everybody builds resilience.”
With that in mind, focus on establishing a sense of belonging for everybody in your classroom, rather than just tending to the kids who seem to be struggling. Encourage kids to share their feelings with you and with one another, underscoring the importance of taking turns and listening respectfully. Allow time and space for them to rebuild what they’ve lost, incorporating plenty of time for imaginative play and unstructured outdoor play. Teach them problem-solving skills, too.
I spoke also with Dr. Ryan DeLapp, a child psychologist with the Montefiore Health System in New York. It’s important to help children anticipate stressful situations before they happen, he said, and to guide them in thinking about possible ways to respond. For example, if one of your students is upset that their best friend will be in a different cohort, you could help them come up with ways to soften the disappointment. Perhaps they could schedule a regular after-school playdate with that friend, for example, or identify someone in their new cohort that they want to get to know better. It’s also helpful to ask kids to identify something positive about having to turn to a backup solution, he adds.
You can teach these problem-solving skills explicitly, practice them with your students, and then praise your students whenever they use these skills on their own, exhibiting flexibility in the face of disappointment. Above all, take your cues from them. When you see that students’ emotions are spilling over, or that they’re worn out, or that their behavior is disintegrating, it’s important to set academics aside and assess what they need, whether it’s quiet reading time, a mindful minute, or time to play.
Hybrid learning plan concerns teacher
The writing is on the wall that teachers, including me, will be returning to the school building in the next month. I teach 6th grade, which has been identified as a priority group, so I know I will be among the first educators to return. One of my biggest concerns relates to how we’ll be teaching our classes. Some principals in my district have told their teachers that they’ll just continue to teach everyone over Zoom — a continuation of what they’ve been doing, but teaching this way from inside the school building. My principal wants us to “do better” (his words), by standing at the front of the class and teaching as we did before the pandemic, only in a way that allows the kids who need to Zoom in to participate fully. He doesn’t care that teachers across the country have been saying this type of hybrid program is ineffective and exhausting. Nothing makes me more irritated than taking directions from someone who has never done something, and he’s the furthest thing from an expert! Anyway, I don’t have a choice, so I want to do this as well as possible. I’m especially worried about the kids learning virtually. How can I decrease the odds that they’ll feel disconnected and excluded? And how I can manage this whole ridiculous balancing act without collapsing from exhaustion? Spoiler alert: It may be too late for me.
I’m glad you used the phrase “decrease the odds,” because there’s no way to ensure that all your virtual learners will feel connected and included at all times. Set realistic expectations and anticipate a learning curve. The good news is that while you’re in the first wave of teachers in your district to return, others elsewhere have been teaching in hybrid programs. You don’t need to start from scratch.
Let’s start by acknowledging the ideal versus the real. In an ideal world, you’d have a special camera that tracks voices; a microphone so you wouldn’t have to repeat everything students in the room say; speakers to amplify the remote learners’ voices, and a screen to project their images so classmates feel their presence. Now for the real world: Let’s assume that, like most educators, you don’t have any of the above. So, you need to make sure to stand in front of the camera so your Zooming students can see you, and you should monitor the chat regularly so they’re able to ask questions and participate actively in conversation. It’s easy to fall into the trap of only calling on kids in the room, particularly since they tend to respond quicker, so be intentional about alternating who you call on. You can ask a student in the room to keep an eye on the chat and let you know if someone has a question.
As for your energy level, know that a typical lesson could require twice as much talking and double the volume, especially if you’re contending with background noise from air purifiers or open windows. Be sure to drink plenty of fluids and try to structure your lessons in a way that allows you to rest your voice periodically.
The more technology you incorporate, the more potential for lost instructional time. Simple and low tech often works best. Know yourself, your skills, and your comfort level. Kids want to feel seen, and they want to interact with one another. If your district allows unsupervised breakout rooms (or you have an extra adult on hand), it’s a great way to group together the in-person and remote learners. Your students also may be more likely to turn on their cameras in smaller groups, which will enhance everyone’s sense of belonging.
Virtual learners may feel more apprehensive about participating, so check in with them periodically one-on-one. Find out how they’re most comfortable sharing information with the group. You might find, for example, that it’s helpful to use anonymous Google docs to collect feedback and ideas, or to give students an “alter ego.” I know one math teacher who assigns each kid the name of a famous mathematician, so no one knows who has offered a specific answer, a tactic that’s emboldened a few risk-averse students. Encourage remote learners to use headphones so they have more privacy and fewer distractions at home, and be sure to build in time for humor — especially when everything goes wrong. You’re going to be learning right alongside your students, and there are going to be some train-wreck days. Last, virtual learners tend to lose steam before in-person students, so incorporate group movement and brain breaks when you notice kids are getting fidgety, rather than singling anyone out.
These ideas just scratch the surface, so experiment to see what works for you. Talk to your colleagues and support one another through the transition. You all bring different strengths to the table, so share best practices and celebrate small successes. As you’re focusing on your students’ comfort, make sure you’re mindful of your own needs, too. The pandemic is an endurance event, and your tank is already empty. Whether you take a mental health day, go to bed earlier, or get outside during daylight hours, do what you need to do to pace yourself. One of the best things you can do for your students — whether they’re in the room or on Zoom — is manage your own anxiety and allow time for recovery.