Forgiveness, acceptance and flexibility. Three little BIG words I have spent countless hours instilling in six-year-olds over the past 15 years. I never would have imagined simple lessons taught in my first-grade classroom would become so meaningful during the COVID-19 pandemic. “I get to see my mom today! She’s picking me up!” Evan would shout as he entered the classroom. Evan would talk all day about mom and the fun things they have planned to do, only to realize at dismissal as time passes and each friend gets picked up; Evan’s mom is not coming.
Now more than ever, Superintendents, School Directors, and Principals recognize and understand the need for social-emotional learning for both students and teachers. The uncertainty of COVID - 19 has affected everyone in many ways, and its effects may have long-lasting impressions in education.
Surfacing & Addressing Barriers to Student Learning: 8 Recommendations for Exploring, Discussing, & Acting on School Climate Data
We are living through an unprecedented moment of challenge and uncertainty as we experience the serious health and economic impacts of COVID-19 and a simultaneous racial reckoning nationwide. In this same moment, we also know more than ever before about learning and human development. Convergent evidence from multiple
What is SEL for Educators?
Social-emotional learning (SEL) shares some similarities with terms such as emotional intelligence, resilience, well-being and self-care. However, the specific components of SEL for adults in school settings are unique. Educator SEL is:
The competencies that adults need in order to manage stress
These days, I am constantly reminded by the elementary-aged kiddos whom I counsel (now via Zoom), each week that they want to show me their world (including their real and imaginary pets), they want me to meet them with curiosity, to connect, and they want my full presence. In the words of one of my 3rd graders, “Ms. Pam, I feel like you’re the only one who really listens to me, like, you get me”.
Teaching is a tireless act of love. Good teachers often pour their hearts into their work. It’s exhausting, and rewarding, but also, at times, painful. The 2018-2019 school year was particularly painful for me. I was teaching 7th grade science—a class where directions like “do NOT drink the hydrochloric acid” need to be frequently, and urgently repeated—and I was mourning the passing of my last grandparent.
Often the focus of the concept “Social-Emotional Learning” is geared towards our students. Most educators have acknowledged the fact that students have a challenging time learning to the best of their capacity when their social-emotional needs are not being met. What about the educators themselves? When do the educators get to process the secondary trauma that is often occurring throughout the day?
Right now our schools are closed and we are facing a national crisis that is exposing inequities in education like never before. Teachers are struggling to maintain relationships and engage students. Students are struggling to find the motivation and the resources to succeed. When this pandemic is over, schools will have to rebuild their communities, their relationships and readjust their expectations. To successfully rebuild authentic relationships, we must recognize the role race plays in our society, in our schools and in ourselves. And we must know how to talk about it.
Ask anyone who has studied Bloom’s Taxonomy and they’ll tell you that just because students learn something once does not mean they have internalized that learning, can connect it to something else they know, or apply it to new situations. By “learning,” we refer to anything that children learn, like how to tie their shoes, multiply fractions, or recognize and label their emotions.