One of my favourite game shows is Jeopardy with Alex Trebek. Although I watch it infrequently now, I remember that it was a part of my daily evening routine for quite a while. I wondered about the tremendous amount of research that the writers had to do and the high level of creativity that must be employed in coming up with the categories and questions. The “Before and After” category is one that I’m always fascinated by and proud of myself when I figure out the clues. For example, NYC nickname that refers to the most special person ever...BIG APPLE OF MY EYE. I usually don’t announce the titles of the podcast episodes but find a way to work them into the content that I share. This week, I’m making an exception. I chose a before and after style title because it’s time for a “Reality Check Mark”.
The reality check is here. At the time of this recording, the school board has voted for schools to reopen with face-to-face instruction towards the end of October 2020. Students in grades PK-8th grade will transition back into school buildings in cohorts on a 3-week rotation. Many teachers who applied for accommodations to allow them to work from home are still awaiting approval from the school district’s Human Resources department. Ready or not, it’s happening. Amidst the trepidation that many teachers are feeling, I feel that there are too many things in the unknown category. Many questions have been swirling around.
- Can the cleaning protocol be realistically maintained by our current custodial staff?
Will teachers and other staff members be required to do some of the cleaning?
How will the mask mandate be enforced?
How will teachers who are teaching face-to-face also meet the needs of the other students who are learning remotely?
When will these teachers get breaks?
What will instruction look like while maintaining the required physical distance and other protocols?
How will school supplies be handled?
Will students continue to use devices in the classroom instead of papers?
What will recess be like?
How will teachers with school age children handle this new adjustment?
How much PPE is being provided to school sites?
Who will be assigned to monitor students during lunch break and how can they stay safe when masks are removed?
How and when will it be communicated to staff, parents and students when someone tests positive for the virus?
I could go on, but thinking about all of this is potentially anxiety-producing; so I’ll stop here. The reality check for me as a teacher is that, more than any other time in my career, I will have to be flexible. It’s hard to accept that I cannot fully plan because we don’t have all the details and won’t exactly know how things will be until we experience them. For the rest of this semester, our district will have some students returning to school in cohorts. High school students and those whose parents had signed up for virtual academy will continue to learn from home. All staff are required to teach from the school buildings unless they have an accommodation for medical reasons. I have been teaching remotely and my class has students assigned to the virtual academy. I wish I didn’t have to return to the building amidst all of the uncertainty and rising COVID-19 cases in my state. Frankly, since my students will be learning from home anyway, I don’t see the need for more people to be potentially exposed.
I spent some time exploring the CDC website where I reviewed their “Back to School Planning: Checklists to Guide Parents, Guardians, and Caregivers”.SOURCE:https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/parent-checklist.html
Among the recommended actions to take and points to ponder for in-person classes are:
Among the recommended actions to take and points to ponder for in-person classes are:
- “Check in with your child each morning for signs of illness. If your child has a temperature of 100.4 degrees or higher, they should not go to school.
- Make sure your child does not have a sore throat or other signs of illness, like a cough, diarrhea, severe headache, vomiting, or body aches.
- If your child has had close contact to a COVID-19 case, they should not go to school. Follow guidance on what to do when someone has known exposure.”
As I explored the CDC guidelines, I was equally concerned about the “mental health and social-emotional wellbeing considerations”. While the matter of returning to school has been debated in various sectors of society and in the media, I have always felt that we have lost sight of one piece of reality. I believe that many parents, teachers, students, lawmakers, community members and school leaders have not confronted the fact that when the school buildings reopen, things will be drastically different. The argument that reopening school buildings will meet the social-emotional/mental health needs of students has been circulating for several months now. I understand this premise, and teachers would love to be able to re-establish our classroom communities to meet those needs. When I listen to people addressing the issue, I often feel that they are not considering the huge social-emotional impact that students will also face when they return to the building. The CDC expressly stated this on their website.
“Since the school experience will be very different from before with desks far apart from each other, teachers maintaining physical distance, and the possibility of staying in the classroom for lunch, it is unlike anything your child is used to. Before school is in session, you may want to talk to your child and explain that all these steps are being taken to keep everyone safe and healthy.”
That, I believe, is at the heart of the reality check for parents and students. My two sons at home are in high school and our school board voted to keep high school students in remote learning through first semester. I have been having that conversation with the boys about the new protocols and how to mentally and emotionally prepare for the differences that will be quite evident when their school reopens. They have expressed how much they miss their friends and interacting with them, but I gently remind them that even though students will be sharing space it will not be what they had last year.
I also consider things through the eyes of my colleagues who will be teaching students face-to-face. I can imagine how difficult it will be for a teacher to tell/remind a student that he cannot give his friend a pencil when his classmate’s pencil is broken. How will they tell two best friends from first grade that they cannot run into embraces when they see each other for the first time after over six months of separation. Those teachers may also have to deal with their own emotions as they interact with students. There won’t be hugs and high fives when they greet the students. What will consoling a child look like this year? Those of us who teach primary students are familiar with offering comfort during scary situations. I had students who shed tears or showed signs of panic if there was a thunderstorm, a fire drill or even worse, an active shooter drill. Teachers, I highly encourage us to think about how we will handle our own mental health while being there for our students and their families. We don’t have the same level of access to our colleagues and; if we are not careful, we can become overwhelmed if we don’t have that outlet. Add an item to your list of things to do that will cater to your own social-emotional wellbeing, and hold yourself accountable for putting a checkmark next to it every day.
I also consider things through the eyes of my colleagues who will be teaching students face-to-face. I can imagine how difficult it will be for a teacher to tell/remind a student that he cannot give his friend a pencil when his classmate’s pencil is broken. How will they tell two best friends from first grade that they cannot run into embraces when they see each other for the first time after over six months of separation. Those teachers may also have to deal with their own emotions as they interact with students. There won’t be hugs and high fives when they greet the students. What will consoling a child look like this year? Those of us who teach primary students are familiar with offering comfort during scary situations. I had students who shed tears or showed signs of panic if there was a thunderstorm, a fire drill or even worse, an active shooter drill. Teachers, I highly encourage us to think about how we will handle our own mental health while being there for our students and their families. We don’t have the same level of access to our colleagues and; if we are not careful, we can become overwhelmed if we don’t have that outlet. Add an item to your list of things to do that will cater to your own social-emotional wellbeing, and hold yourself accountable for putting a checkmark next to it every day.
Here a few more pointers from the CDC website that we should consider in our roles as parents, caregivers and teachers:
“Actions to take and points to consider
- Talk with your child about how school is going and about interactions with classmates and teachers. Find out how your child is feeling and communicate that what they may be feeling is normal.
- Anticipate behavior changes in your child. Watch for changes like excessive crying or irritation, excessive worry or sadness, unhealthy eating or sleeping habits, difficulty concentrating, which may be signs of your child struggling with stress and anxiety.
- Try to attend school activities and meetings. Schools may offer more of these virtually. As a parent, staying informed and connected may reduce your feelings of anxiety and provide a way for you to express any concerns you may have about your child’s school.
- Ask your school about any plans to reduce potential stigma related to having or being suspected of having COVID-19.
- Check if your school has any systems in place to identify and provide mental health services to students in need of support. If so, identify a point of contact for these services at your school.
◾Name of school point person
◾Contact information- Check if your school has a plan to help students adjust to being back in school. Students might need help adjusting to how COVID-19 has disrupted their daily life. Support may include school counseling and psychological services (including grief counseling), social-emotional learning (SEL)-focused programs and curricula, and peer/social support groups.
- Check if your school will provide training for students in mindfulness, incorporating SEL into classroom curriculum (either virtually or in-person), or support a child’s ability to cope with stress and anxiety. If not, consider asking about ways to add this to your child’s at-home learning.
- You can be a role model for your child by practicing self-care:
Take breaks
Get plenty of sleep
Exercise
Eat well
Stay socially connected
Here’s an inspiring experience that was shared in an Educational Leadership publication from ascd.org entitled The Teacher Who Made the Difference. In this publication, various educators from different levels of education shared experiences about teachers that impacted them. Judi Mireles, a school counselor, shared the following experience entitled She Supported Me in Tough Times. I thought it would be appropriate since we are going through a tough time and hopefully, we may be inspired to be the person to make the difference in a child’s life. Judy said:
“Mrs. Harvey, my 6th grade teacher, made every student feel like the most important person in the room. Because my parents were divorcing, we were living in a poor area of the school district that some wrote off as non-college-bound. I had a brother who got into trouble and had to spend some time at Boys Town in Omaha. When I wrote about my feelings, Mrs. Harvey was moved to tears and said she couldn't wait to meet my brother when he came home for a visit. Mrs. Harvey nurtured the human spirit, and she made me want to achieve more than my circumstances would predict at the time. I felt that she really listened when I told her about my parents' divorce or about taking care of my grandfather because my mom was working two jobs.
Although I'm soon to enter my 60s, Mrs. Harvey is still a part of my life. She stays in contact via phone calls and Facebook. She showed up at the visiting hours for my mother 10 years ago, offering the same kind words and loving hugs that gave support to a young student who needed them so many years before.”
—Judi Mireles, school counselor, Des Moines Public Schools, Iowa
http://www.ascd.org/publications/educational-leadership/summer14/vol71/num09/The-Teacher-Who-Made-the-Difference.aspx
Although this story is about a teacher, parents and caregivers can be the one to provide the loving support that will make an indelible impression on a child. Let’s keep in mind what Laura Weaver and Mark Wilding. “When students feel safe and supported, they are truly ready and able to learn.” Whether your children are learning face-to-face, remotely or in a hybrid model, there is an even greater need this year for them to feel safe and supported. In the same breath, I must share Carla Tantillo Philibert’s reminder. She said, “Teachers need to take care of themselves in order to be able to take care of their students.” I believe the same is applicable to parents and caregivers too.
Until next time, walk good and one love. 🖤💚💛
Until next time, walk good and one love. 🖤💚💛