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Change for students can be a mix of emotions

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Change for students can be a mix of emotions

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Not every student is going to react the same to changes within the classroom. Some people might thrive in the way it has always been and be hesitant to change, while others may be excited for a change.

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JT Rehill talks about the process of change and how to manage it. He uses Steve Barclays model to help explain as well.

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Managing Change in Education | JT Rehill | TEDxYouth@KIS

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This article speaks to the change of going back into classrooms since the COVID Pandemic. It has steps that can be applicable to a general classroom to be gentle with change with keeping different ideas in mind.

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Our country, our schools, and our students are facing incredible adversity right now. The COVID-19 pandemic has already produced the largest disturbance our school system has ever seen. Schools shut their doors to in-person learning this spring, quickly entering the tumultuous, uncharted territory of online education. Across the nation, educators and their students grappled with the transition from in-person lessons to teaching on unfamiliar online platforms, all while facing anxiety about health, job security, and a changing nation.

Now, we are entering a new school year that will bring new uncertainties and learning formats, likely including hybrid structures that combine distance learning with part-time in-person instruction. There will also be an array of new policies, procedures, and guidelines. With an absence of unifying leadership from the federal government, districts and schools have been left with the unprecedented task of figuring out how to keep students learning while maintaining their physical and mental health in the midst of a global crisis.

It's not exactly a recipe for calm, focused learning.

Even in the face of these daunting challenges, however, educators can continue to effectively support students and their families. Indeed, schools have a unique capacity to ease anxiety for students while serving as models of resilience during a historically challenging time. As civic leaders in whom students and families place their trust, educators can take concrete steps to reduce stress, cultivate productive coping mechanisms, and build a generation of resilient and well-adjusted children.

To help build students' resilience, educators must first be realistic with them about the uncertainties we are facing.

The Stockdale Paradox can help shed light on why this is important (Collins, 2001). This theory dates back to the Vietnam War, when James Stockdale, a U.S. naval officer, was held captive and tortured as a prisoner of war by the North Vietnamese for seven years. Later, asked how he survived such a difficult time, he said his ability to maintain a realistic view of his situation was critical to his survival. Prisoners who were overly optimistic fared worse.

"They were the ones who always said, 'We're going to be out by Christmas.' Christmas would come and it would go. And there would be another Christmas. And they died of a broken heart," Stockdale said.

To educators who are used to looking at things through a highly positive lens, the Stockdale Paradox may seem counterintuitive. But though it may sound dramatic to compare COVID-19 lockdowns to prisoner-of-war experiences, the premise is the same. Initially, students were told they might be returning to school in two weeks. Then it was a month. Then graduations were canceled. Then, before they knew it, classes were out for the summer with uncertain plans for a return to school in the fall. There is no guarantee of when things will return to "normal." And though students are certainly not being held captive, some of their most basic needs-from socializing with friends in the cafeteria to having sleepovers on the weekends-have been stripped from them.

Rather than sugar-coating the situation, teachers must help students learn to cope with a new, often disappointing, reality without losing hope for brighter days ahead. They should focus on helping students make the most out of a difficult situation and highlight the importance of maintaining their safety. At the same time, educators should caution students to limit their exposure to the news and social media (which can exacerbate worry) and encourage them to find creative ways to stay busy.

Schools can also help students and families deal with anxiety over the continually shifting instructional-delivery plans by setting realistic expectations for blended classrooms and virtual learning. Remote learning is fundamentally different from classroom-based learning, and it should be treated as such. Whereas a typical school day is a full eight hours, elementary school kids should be reasonably expected to participate in only one to two hours of online education daily; for middle and high school students, the limit should be two to three hours and three to four hours, respectively.

Indeed, being realistic and intentional about change also means helping students adapt to new instructional routines and settings. We can't just implement new learning formats without acknowledging the uncertainty and stress they might bring. Some additional ways to help students adjust to changing learning routines include these:

Recognizing that unfamiliar and new routines can be anxiety provoking. In particular, students with a history of trauma may have a range of reactions, including hypervigilance, increased irritability, or withdrawing. It is crucial for educators to validate their frustration, maintain consistency, and hold high expectations in a kind and clear way.

Explaining to students why these new routines are necessary. Educators can empower students by emphasizing the ways each student plays a key role in keeping everyone healthy and safe.

Explicitly teaching new routines and processes to students. It may be beneficial for the school to send videos to students and families so that students know what to expect. Keeping lines of communication open with families and students is also vital.

Infusing joy into new routines. Though safety protocols are important and serious, we can allow students the freedom to build joy into new structures. For example, students may come together to make up a class song to sing while washing their hands or decorating their desk dividers.

Incorporating virtual movement breaks and centering techniques (such as deep breathing exercises or activities using the five senses.) For students in a heightened, overwhelmed state, this approach can help to calm the autonomic nervous system.

Emphasizing students' strengths. Because new processes can be overwhelming, teachers should ensure they are also infusing their lessons with areas for students' competency to shine.

Validating children's questions and worries

This fall, students will be filled with questions and concerns, ranging from "When can I go to the playground?" to "Will I ever be able to have a normal high school experience?" to "Ms. Jones, are we all going to die?" Children may vocalize these concerns, or they may act out in ways that are seemingly inappropriate. As educators, it's important for us to recognize that behavior is communication, which can be especially challenging in an online or blended-learning environment.

Children who act out in difficult ways are often expressing underlying emotions and anxiety (Minahan & Rappaport, 2012). As educators, we must step back and play detective: What is the child really trying to tell us? We should respond to their questions and emotions with authenticity, honesty, and empathy. Teachers can learn that it is OK to validate a child's emotions without validating their inappropriate behavior. For example, when a student is running around the room rather than focusing on the class, a teacher might say, "It's so hard to be looking at the screen! And it's hard to be so far away from you! Let's take a movement break and then we'll figure out how to do this problem."

Some teachers may even choose to be vulnerable (while remaining developmentally appropriate and respecting boundaries) regarding their personal struggles during COVID-19. This strategy may help build relationships and allow for open discussion.

It may also be useful to employ a approach when validating students' questions and emotions. A concept originally derived from improvisational theater (Moshavi, 2001), "Yes, and" is a way of taking a difficult situation, recognizing the challenge, and working productively with that struggle. It can help educators model how to hold competing emotions: "Yes, I am upset because school is not going to be the way it used to be, and I'm looking forward to seeing you and my other students and growing together."

A colleague of ours recently sent a photo from her daughter's fifth birthday celebration, which was celebrated during quarantine. The photo depicts a young girl in a birthday crown, sitting in a dark hallway with only a single spotlight illuminating her.

The photo was a reminder that we are indeed living through dark times. But the spotlight on this child shrouded in darkness reminds us that, as educators, we need to shine the light and find the way for our students. Even during a pandemic, there is reason to have hope. Our kids deserve that.

Collins, J. (2001). Good to great: Why some companies make the leap ... and others don't. London: Random House.

Minahan, J., & Rappaport, N. (2012). The behavior code: A practical guide to understanding and teaching the most challenging students. Cambridge, MA: Harvard Education Press.

Moshavi, D. (2001). "Yes and ...": Introducing improvisational theatre techniques to the management classroom. Journal of Management Education, 25(4), 437-449. doi:10.1177/105256290102500408

This article is excerpted with permission from ASCD Express, a free email publication for K-12 educators by ASCD, in the July 9, 2020, issue, "Ready for the Restart: Supporting Students Amid Change."

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Helping students cope with change and disruption

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Learn how to help students cope with change during the COVID-19 pandemic. Get teacher tips from ASCD on how to reduce stress and build resilience in students.

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Ms. Rosie explains change frmo a child's perspective and gives some good insight on how to help children view change.

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Adapting to Change! | Helping your kids grow through change

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As an educator there are always going to be new practices and ideas to adapt to your classroom as new research comes out. Even though it might be uncomfortable change is the best way to help our students succeed.

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Alan talks about his viewpoint from coming to college in the US from his home country and how he views his adaptation and different steps he took.

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Adapting to a new environment - Life at Hope College

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Adaptation isn’t just about survival. It’s about becoming stronger, smarter, and more resilient.

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I have visited South Africa about 7 times and my husband is South African so I have had the joy to have the perspective of friends and family's mindset to change. Something that makes South Africans special is their resiliency and joyful natures that brings across hope. Change for them is also survival and this articles quickly articulates all the change and how they react to it.

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By Mawande Ndongeni*

South Africa has made significant strides since achieving freedom 30 years ago, thanks to its human rights-driven constitutional dispensation. This has translated into sound governance and impactful programmes that improve citizens' lives.

To those born after 1994 the impact and meaning of our democracy is very different to those who lived during apartheid and through the democratic change. Life as we now know it was very different prior to 1994, and things we now take for granted were only provided to a select few.

For example, the range of social programmes and services which have been implemented, such as family planning, and pre and post-natal care interventions have resulted in a notable decrease in infant mortality. Our funding in education has changed lives and brought hope and prosperity. While we can easily quantify the number of people who have benefited from these services, it is impossible to measure the profound impact these programmes have had on ordinary people.

On the international front, our nation is committed to improve humanity and the lives of people. We are renowned for our diplomatic endeavours in resolving disputes through dialogue, as well as our participation in peacekeeping missions. Furthermore, South Africa has extended aid and assistance to those affected by natural disasters and unforeseen events around the globe.

Despite our many successes since 1994 we are not immune to the challenges faced in the world. The country is currently grappling with economic hardships caused by the rapidly changing geopolitical landscape and armed conflicts that have impacted global trade and economies across the world. Despite these setbacks, South Africa remains committed to finding long-term solutions and securing a brighter future for future generations and improved relations with its international partners.

In terms of economic trade, South Africa achieved a momentous feat in 2024 by successfully sending its first shipment of products under the African Continental Free Trade Area. This historic agreement has established the most extensive free trade region in the world and is a significant step towards achieving Agenda 2063.

The potential of South African goods and services reaching a market of over one billion individuals is enormous and could revolutionise the economic landscape for South Africans, across the continent and the world. From raw and unprocessed resources to advanced and contemporary products and services, this is a crucial catalyst for South Africa's growth and progress.

Our journey since 1994 has proved that we are a nation that inspires hope for a better tomorrow. We value our people, and we strive for equal opportunities, prosperity and individual dignity. We have zero tolerance for discrimination, sexism, racism, and state-sponsored violence, things that were a norm in the past. Our unique experiences and diversity make us stronger as we work to build and fortify our nation.
Mawande Ndongeni works at Government Communication and Information System: Programme Support

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official south african government information and services website

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By Mawande Ndongeni* South Africa has made significant strides since achieving freedom 30 years ago, thanks to its human rights-driven constitutional dispensation. This has translated into sound governance and impactful programmes that improve citizens' lives. To those born after 1994 the impact and meaning of our democracy is very different to those who lived during apartheid and through the democratic change.

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During the school year or during break educators can look for extra professional development to help them grow professionally and stay up to date on the most recent practices.

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Take the next step in your professional growth–check out this list of the 18 best education conferences for 2025.

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I think this article shows that across different workplaces there are similar ideas of what change is and how it can take place, it is just adpating the terminology and ideas to specific professions.

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"A bend in the road is not the end of the road...unless you fail to make the turn." - Hellen Keller.

As the world changes around us, so does Yale University. Our workplace and careers are molded by new innovative systems that are installed to improve customer service and efficiency. New managers and employees are joining the workforce with different views and ideas, which means we need to be adaptable and ready to take on any challenge.

What is Adaptability?
Adaptability is a person's ability to adjust to changes in their environment. When thinking about your career aspirations, changes have a direct effect on how flexible you can be. Practicing adaptability may include how you are able to respond quickly to changes, for example:

New managers or co-workers have differing or new ideas for how work can be done. This requires having an open mind as well as sharing your views and ideas.

An addition or change of responsibilities due to new systems drastically changes the way the work is done in order to meet compliance issues with policies inside or outside of Yale.

A shift in work priorities to meet a business need causes different expectations.

Strategies morph in response to unexpected changes like how we work during a global pandemic- how to maintain, improve and/or monitor workloads; how to adjust workspaces to accommodate changes in how work is getting done.

The increased use of Zoom, Microsoft Teams, and online training vs in-person training are new trends that require a changed response.

Work processes that increase efficiency, and improve or maintain excellent customer service mean a changed way of operating.

Effective strategies to champion change:

Be responsive to new information. It may not be what you expected, so ask questions and do research.

As part of change, be open to considering new roles and responsibilities. This may include stretch goals you set with your supervisor, which may be challenging at first, but may increase or improve your skill set.

Commit to personal development. Explore training on Microsoft Office (Microsoft Essentials and Microsoft Desktop), public speaking, soft skills, or working with your manager to find possible opportunities to shadow colleagues in their jobs. This shows recruiters and hiring managers that you are comfortable with change and approaching something new and different.

Determine what is in your control and what is not. There is no use in wasting energy on things you cannot control, but you can be proactive on things that are in your control or that you may influence.

Volunteer to join a team on a new project. This will give you an opportunity to work with diverse groups of people that may have different views. Be responsive and proactive to embrace any changes that may occur during this new project.

Suggest or implement improvements to a work process. Demonstrate initiative; show that you can adapt to the changes that will result from the new process.

Stay current with what is changing in your industry or area of business. Keep one step ahead.

Change is a natural part of life; therefore, adaptability is a crucial skill. When we accept that nothing stays the same forever, it gives us room to look for new opportunities to grow personally and professionally. Fighting change that you truly have no control over is like trying to keep the sun from rising or setting. Being actively involved helps you to embrace change by understanding it, being receptive, open and adaptable. Watch the following video, "How to be an adaptable employee during change and uncertainty".

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Learn and Grow: What is adaptability in the workplace?

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"A bend in the road is not the end of the road...unless you fail to make the turn." - Hellen Keller. As the world changes around us, so does Yale University. Our workplace and careers are molded by new innovative systems that are installed to improve customer service and efficiency.

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A quick video of specific examples of how to help students with a growth mindset.

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specific examples of growth for students - Google Search

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This articles gives examples in different categories of how students can grow their growth mindset.

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50 Growth Mindset Examples for Students - Osita IBEKWE

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Let’s delve into 50 practical growth mindset examples for students and how they can apply the growth mindset in different areas of their lives.