(This is the final post in a three-part series. You can see Part One here and Part Two here.)
The new question-of-the-week is:
How will your lessons, teaching, and classes look different this year and in the post-COVID-19 era from how they did in previous years?
In Part One, Sarah Cooper, Sheila Wilson, Keisha Rembert, and Tara Bogozan shared their ideas. All four were also guests on . You can also find a list of, and links to,
In Part Two, Amber Chandler, Cristiane Galv茫o, Taylor M. Jacobson, Sean Ruday, and Luiza Mureseanu provide their responses.
This series is wrapped up today by contributions from Kayla Solinsky and Meghann Seril.
Social-Emotional Learning
is the executive director/head of school of Macbeth Academy, a WASC accredited K-12 virtual school. She is also a graduate student of instructional technology and distance education at Nova Southeastern University. focus is K-12 distance education effectiveness and systems theory:
Since COVID-19, faculty and staff have been actively working to incorporate the seven guiding principles of social-emotional learning into our school improvement plan, which directly influences lessons, teaching, and classes. After reviewing many other sources, our school improvement team agreed to focus on the seven guiding principles highlighted in Annie Snyder鈥檚 whitepaper, (2017). The principles are: create, integrate, instruct, reflect, respect, communicate, and empower. Each of these principles can be incorporated into the lesson, teaching style, and classes to enhance social-emotional learning.
Create
According to Snyder, the first pillar, 鈥渃reate,鈥� means 鈥渢o consciously create a nurturing, caring, and safe environment for students.鈥� The key word here is 鈥渃onsciously.鈥� As a virtual school, we have to work twice as hard to create this safe learning environment鈥� all of our students are in different locations. What we have in common is that we are learning together, synchronously. Therefore, teachers work to create a safe environment in their own ways. We find that the most successful teachers set the tone for the safe space at the beginning of the school year. The atmosphere is that the class is part of a team, each member is important, and each brings their own unique perspective to the classroom. This intentional camaraderie over time creates a sense of community, closeness, and caring.
Integrate
The second pillar, 鈥渋ntegrate,鈥� means 鈥渨henever possible, incorporate SEL skill-building into academic instruction.鈥� Snyder recommends 鈥渋nstead of viewing SEL as one more requirement to fit into an already busy school day, consider how you might integrate SEL and academic content into your existing instruction鈥� (p. 8). Consider reviewing finding ways to integrate SEL-related topics into each lesson.
Instruct
鈥淚nstruct鈥� means 鈥渢o provide explicit guidance and instruction in SEL skills鈥� (p. 10). This pillar operates under the assumption that SEL mastery requires basic skills for students. Across subjects and grade levels, teachers can follow the following five strategies to introduce and reinforce SEL skills鈥攑rovide a rationale, define the skill, model how to use the skill, present opportunities to apply the skill, and revisit the skill throughout the year. One revision that our school has added is that we review the effectiveness of our instructional methods in staff meetings and our vertical team meetings.
Reflect
The fourth pillar, 鈥渞eflect,鈥� means 鈥渞eflect on how social and cultural contexts are embedded into SEL鈥� (p. 12). At our school, teachers critically review their lessons and ask, 鈥淒o these materials reflect your own home culture, that of your students, some combination? What are the ways students can work with others? How can they ask for help?鈥�
Respect
The fifth pillar, 鈥渞espect,鈥� means 鈥渇oster respect for one鈥檚 self and others鈥� (p. 15). In our school, respect is intentionally reinforced by our class rules and core values. A new concept that we have included for our students is self-respect and taking a strengths-based approach to teach students how to value themselves. This can be a series of lessons on self-care coupled with preassessments and postassessments to measure student growth.
Communicate
The sixth pillar, 鈥渃ommunicate,鈥� means 鈥渆xchange ideas about SEL with all stakeholders, early and often.鈥� The stakeholders are 鈥渟tudents, families, teachers, school staff, administrators, and community members鈥� (p. 17). Our school works to actively communicate with families to both educate about the school鈥檚 SEL strategies and inspire strengths-based self-reflection to build SEL strategies outside of the classroom.
Empower
The seventh pillar, 鈥渆mpower,鈥� means 鈥渆nable students to take charge of their own social and emotional learning鈥� (p. 19). Our school works hardest to encourage a culture of self-reflection and open communication. We work to provide students opportunities to share their feelings, thoughts, educational needs with their teachers, at home, and as part of each assignment.
Our school has tried to integrate SEL into our lessons and into the school culture. This is a truly positive new direction for our school.
More Student Participation Through Tech
Meghann Seril teaches 3rd grade in Los Angeles. She is a national-board-certified teacher and Teach Plus fellowship alum:
Prior to the pandemic, my school did not have one-to-one technology for our students. Our school of a little over 600 students shared three laptop/tablet carts with about 30 devices in each. These devices were often reserved for testing purposes, so it was a rare opportunity to have students researching, creating, and interacting using different programs and platforms. Switching to remote learning in March meant we鈥攖eachers, parents, and students鈥攈ad to learn how to interact using a multitude of online resources. This has opened a new world of possibilities for my students and me.
One upside of interacting via Zoom is the chat box function. While some of my 3rd graders would unmute their mics to share aloud, many students preferred using the chat function to respond to each other, ask questions, and continue the conversations. It was a tool for formative assessment and provided more opportunity for equity of voice.
In returning to the classroom, I want to continue to encourage students to participate in multiple ways that fit their comfort levels so we can hear all voices and ideas in our conversations. I am excited about how the access to technology and a variety of programs and platforms will allow students to drive their learning and assist teachers with expanding learning opportunities.
Thanks to Kayla and Meghann for contributing their reflections.
Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@epe.org. When you send it in, let me know if I can use your real name if it鈥檚 selected or if you鈥檇 prefer remaining anonymous and have a pseudonym in mind.
You can also contact me on Twitter at .
Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It鈥檚 titled .
Just a reminder; you can subscribe and receive updates from this blog via . (The RSS feed for this blog, and for all Ed Week articles, has been changed by the recent redesign鈥攏ew ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below.
I am also creating a .
