Adjusting to the New Normal

Transitioning from classroom teaching to online instruction is a challenge even

under the best possible circumstances, let alone as an emergency response
to the COVID-19 pandemic. In education, as in the rest of the world, it will take
a while to adjust to the “new normal.”

Beyond the heartbreak associated with losing the classroom connection

between educators and students, families who depend on their school
community for resources and guidance may find themselves feeling adrift.
After all, providing special services—such as translation for English Learners
(ELs), support for students with disabilities, and meals for food-insecure
families—has become significantly more complicated during the pandemic. In
addition, the emotional component of living through this unprecedented period
in modern history should not be overlooked; everyone needs to grieve for the
school year they expected, even as they work to support each other in new
and different ways.

While educators continue to adjust to the change, they should remember to

treat themselves with the same compassion they show to students and
families. By maintaining personal connections, establishing routines, and
reimagining timelines, educators can create stability and support for
themselves and their students—including those who belong to the most
vulnerable populations.

Maintain personal connections

When school closures began in March 2020, educators had already spent
months building in-person relationships with students and their families. For
many, one of the most jarring parts of suddenly moving to an online learning
environment was the inability to interact in person. Although classrooms are
closed, educators should do what they can to maintain student relationships
virtually.

 Greet students personally: Just as you would in the classroom, use students’

names, ask about their lives, and follow up on previous conversations. As some
students may be uncomfortable sharing their feelings about the pandemic
online, consider broaching the topic in broader terms. Cultivating space to
discuss the realities of life during school shutdowns can help teachers both
rebuild and maintain their connections with students. For instance, Teaching
 Tolerance suggested having everyone in the class share one tough moment and
one hopeful moment each day. Students and teachers could also point out one
new thing they have found out about themselves during distance learning. 

 Make time for social-emotional learning (SEL): During the COVID-19

pandemic and its aftermath, it is critical to look at personal interactions through
the lens of trauma. With fewer conventional opportunities to socialize and
heightened emotions across the board, SEL is of the utmost importance—and
for educators who may be unsure where to start, the Yale Center for Emotional
Intelligence uses the RULER approach to teach social and emotional skills.
While connecting with students online, educators are advised to discuss and
encourage the following:

o Recognizing emotions in ourselves and others

o Understanding the causes and consequences of our emotions
o Labeling emotions accurately
o Expressing emotions appropriately
o Regulating emotions effectively

Establish routines
 

The sudden loss of a “normal” schedule is bound to take a toll on students

and teachers alike. After all, structure helps create a sense of safety and
security. While a full return to familiar routines is unlikely in the near future,
there are still ways to bring order into our abruptly rearranged lives.

Creating routines and a consistent schedule helps organize student learning

and keep everyone grounded during all the upheaval. For educators looking to
optimize their online learning schedules, here are a few ideas:

 Practice self-care: Ordinarily, striking an effective work/life balance involves

carving out time for hobbies, relaxation, and rest—and in a state of emergency,
it’s even more important to prioritize one's own well-being. With this in mind,
educators might consider beginning the day with physical activity, engaging in
regularly scheduled creative pursuits, and taking short breaks to recharge on a
frequent basis.

 Incorporate the old: Rather than canceling the monthly poetry reading or end-
of-Shakespeare-unit party, educators should instead contemplate how to carry
over these traditions to the online classroom. Inviting students to help
brainstorm virtual alternatives is a great way to promote student involvement
and agency.
 Create something new: Many online teaching platforms offer opportunities to
video chat with individual students, create galleries of student work, and/or
facilitate large-group discussions, and educators can use this technology to their
advantage by creating new and exciting routines. How about forming an online
book club? Co-writing a comic book about life under quarantine? Adapting
literary classics to take place in 2020?