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12 ways to connect with kids and prioritize relationships while teaching remotely

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12 ways to connect with kids and prioritize relationships while teaching remotely

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12 ways to connect with kids and prioritize relationships while teaching remotely

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Look for small, simple ways to center kids’ socio-emotional wellbeing (which will also be energizing for you!)

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A Strategic Approach for K-12 Schools

With the spread of the Coronavirus (COVID-19), many schools have made the switch to a 100% online learning environment. This is a snapshot of the recent work of many schools and individuals in regards to policy, technical operations, teaching and learning and community wellness.
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"I've been tremendously impressed by the resilience and grit of both teachers and students. Though we are apart, the sharing of resources, best practices, and efforts to boost each other up through acts of kindness has been inspiring."
- Chris Boyle, Secondary School Principal, Dalian American International School

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Matt Kelsey, Robert Park, #PubPDAsia, Riffa Views International School, Edward Bruce, Shekou International School, International School of Dongguan, Rob Cormack, Dalian American International School, Nansha College Preparatory Academy, Sonya terBorg, Western Academy of Beijing, Yosef Tewolde, Emily Honsberger, Jennifer Chang Wathall, Global Online Academy, Beth Rohrbeck, Mikayla Staffen, #ISSedu, Chris Boyle, Lisa Jenkin, Barry Jenkin, International School of Brussels, American School in Japan, Jordan G Benedict, Rachael MacMillan, Tanya LeClair, Dana Watts, Tami Brass, International Schools Counsellor Association, Kirsten Durward, Global Online Academy, Amanda DeCardy, John Burns, and Laura Benson.

Let's Continue The Conversation

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A Strategic Approach for K-12 Schools With the spread of the Coronavirus (COVID-19), many schools have made the switch to a 100% online learning environment. This is a snapshot of the recent work of many schools and individuals in regards to policy, technical operations, teaching and learning and community wellness.

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Zoom Activities by Fairy Dusting Teaching pdf 

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Helping Children Cope With Changes Resulting From COVID-19

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Helping Children Cope With Changes Resulting From COVID-19

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National Association of School Psychologists (NASP)

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal. This includes trying to keep children occupied, feeling safe, and attempting to keep up with schoolwork as best as possible. None of this easy, but it helps to stay focused on what is possible in order to reinforce a sense of control and to reassure children that they are okay, and that the situation will get better.

It is very important to remember that children look to adults for guidance on how to react to stressful events. Acknowledging some level of concern, without panicking, is appropriate and can result in taking the necessary actions that reduce the risk of illness. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjustmenting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. The following tips can help.

STAY CALM, LISTEN, AND OFFER REASSURANCE

Be a role model. Children will react to and follow your reactions. They learn from your example.

Be aware of how you talk about COVID-19. Your discussion about COVID-19 can increase or decrease your child's fear. If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well. Carefully listen or have them draw or write out their thoughts and feelings and respond with truth and reassurance.

Explain social distancing. Children probably don't fully understand why parents/guardians aren't allowing them to be with friends. Tell your child that your family is following the guidelines of the Centers for Disease Control and Prevention (CDC), which include social distancing. Social distancing means staying away from others until the risk of contracting COVID-19 is under control. Showing older children the "flatten the curve" charts will help them grasp the significance of social distancing. Explain that while we don't know how long it will take to "flatten the curve" to reduce the number of those infected, we do know that this is a critical time-we must follow the guidelines of health experts to do our part.

Demonstrate deep breathing. Deep breathing is a valuable tool for calming the nervous system. Do breathing exercises with your children.

Focus on the positive. Celebrate having more time to spend as a family. Make it as fun as possible. Do family projects. Organize belongings, create masterpieces. Sing, laugh, and go outside, if possible, to connect with nature and get needed exercise. Allow older children to connect with their friends virtually.

Establish and maintain a daily routine. Keeping a regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others' need for quiet or uninterrupted time and when they can connect with friends virtually.

Identify projects that might help others. This could include: writing letters to the neighbors or others who might be stuck at home alone or to healthcare workers; sending positive messages over social media; or reading a favorite children's book on a social media platform for younger children to hear.

Offer lots of love and affection.

MONITOR TELEVISION VIEWING AND SOCIAL MEDIA

Parents/guardians should monitor television, internet, and social media viewing-both for themselves and their children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children.

Dispel rumors and inaccurate information. Explain to your child that many stories about COVID-19 on the internet may include rumors and inaccurate information. Older children, in particular, may be accessing a great deal of information online and from friends that contains inaccuracies. Talk to your child about factual disease information.

Provide alternatives. Engage your child in games or other exciting activities instead.

TAKE TIME TO TALK

Let your children's questions guide you. Answer their questions truthfully, but don't offer unnecessary details or facts. Don't avoid giving them the information that experts indicate as crucial to your children's well-being. Often, children and youth do not talk about their concerns because they are confused or don't want to worry loved ones. Younger children absorb scary information in waves. They ask questions, listen, play, and then repeat the cycle. Children always feel empowered if they can control some aspects of their life. A sense of control reduces fear.

BE HONEST AND ACCURATE

Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.

Explain simple safety steps. Tell your child this disease spreads between people who are in close contact with one another, when an infected person coughs or sneezes, or when one touches infected objects or surfaces.

Stay up-to-date on the facts. Go to https://www.cdc.gov/coronavirus/2019-ncov/index.htmlfor additional factual information.

KEEP EXPLANATIONS AGE-APPROPRIATE

Early elementary school children. Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands. Use language such as "adults are working hard to keep you safe."

Upper elementary and early middle school children. This age group often is more vocal in asking questions about whether they indeed are safe and what will happen if COVID-19 spreads in their area. They may need assistance separating reality from rumor and fantasy. Discuss the efforts national, state, and community leaders are doing to prevent germs from spreading.

Upper middle and high school students. Issues can be discussed in more depth. Refer them to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Engage them in decision-making about family plans, scheduling, and helping with chores at home.

For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

STAY CONNECTED TO SCHOOL

Locate learning resources. Schools' capacity to conduct virtual learning experiences will vary greatly, but most schools are providing lessons and learning activities for children to do. Take advantage of the many companies and online platforms currently offering free learning opportunities.

Identify additional resources. Know if your school or district is providing additional resources, such meals, or technology, such as a laptop or tablet.

Stay in touch. Find out how the school is communicating with families and students. Be sure to read any communications you receive. Check with you children, particularly older ones, as they may be receiving information directly that would be helpful for you to know.

Connect with school staff. Reach out to your child's teacher and other relevant school staff if you have concerns about their coping and keeping up with assignments or activities.

KNOW THE SYMPTOMS OF COVID-19

According to the CDC, symptoms of fever, cough, and/or shortness of breath appear within 14 days after being exposed to the disease.

For some people, the symptoms are similar to having a cold; for others, they are more severe or even life threatening.

MODEL BASIC HYGIENE AND HEALTHY LIFESTYLE PRACTICES

Practice daily good hygiene. Encourage your child to practice these simple steps to prevent spreading the virus.

Wash your hands multiple times a day for 20 seconds. Signing "Twinkle, Twinkle Little Star" or "Happy Birthday" twice is about 20 seconds.

Compliment your children when they use a Kleenex or sneeze or cough into the bend of their elbow. Teach them the importance of throwing away used tissues immediately after sneezing or coughing.

Sadly, handshakes and hugs need to be limited to immediate family members, at least for now.

Foster a sense of control. Offering guidance on what your child/children can do to prevent infection offers them a greater sense of control, which reduces anxiety.

Build the immune system. Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a robust immune system to fight off illness.

BE AWARE OF YOUR CHILDREN'S MENTAL HEALTH

Most children will manage well with the support of parents and other family members, even if showing signs of some anxiety or concerns, such as difficulty sleeping or concentrating. Some children, however, may have risk factors for more intense reactions, including severe anxiety, depression, and suicidal behaviors. Risk factors can include a pre-existing mental health problem, prior traumatic experiences or abuse, family instability, or the loss of a loved one. Parents and caregivers should contact a professional if children exhibit significant changes in behavior or any of the following symptoms for more than 2 weeks.

Preschoolers -thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal.

Elementary school children -irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

Adolescents -sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.

ADDITIONAL RESOURCES
For more information related to schools and physical and mental health, visit www.nasponline.org and © 2020, National Association of School Psychologists, 4340 East Wes t Highway, Suite 402, Bethesda, MD 20814, 301-657-0270 www.nasn.org.
Adapted from, Talking to Children About COVID-19 (Coronavirus): A Parent Resource, National Association of School Psychologists and National Association of School Nurses, NASP, 2020.

Contributor: School Psychologist Kathy Sievering

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Helping Children Cope With Changes Resulting From COVID-19

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal.

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From various schools

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5 strategies for Teacher Self Care

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action. The good news is that we don't have to wait for anyone else to take action-curing burnout starts within, by normalizing teacher self-care.

Michelle Obama affirmed, "We need to do a better job of putting ourselves at the top our own 'to do' lists." Her words may sound counterintuitive to people who spend their lives serving others. But we can't serve our students well if our own energy is being critically drained by stress and fatigue. Here are five strategies that teachers can start using right away that will lead to better self-care.

The job of an educator is more complex than ever before. When you are busy-which is pretty much all the time-it's easy to think that everything matters equally. The problem with this approach is that there is simply not enough time in the day to do everything. Therefore, it is critical that you decide what matters most and spend the majority of your time doing that. The list of obligations and responsibilities assigned to you might be out of your control, but where you decide to focus is not.

Start by making a list of your top 10 priorities. Next, rank them in order of importance. Finally, circle your top three and cross out the bottom seven. What you circled is what you will focus on. Extremists say that you should ignore anything that is not in your top three. That is probably impossible, but you can give 95 percent of your focus to the top three and leave the remaining 5 percent of your energy to check in on the other seven items. I guarantee you will get more accomplished, have more time for yourself, and worry less about getting everything done.

I'll never forget seeing a former colleague of mine reading the newspaper and cutting out coupons-during the school day! I couldn't believe it. What made him think that this was okay? After further reflection, I fully understood their reasoning. This person was taking a few minutes to simply stop and relax their brain. It wasn't as if they spent a large portion of their day clipping coupons or reading the paper (5 minutes tops). In fact, most of their day was spent juggling 10 different tasks and doing so rather calmly, I might add.

As you go about your day, look for times when you can stop and relax your brain, even if it's only for a few minutes. I promise it will be a good use of your time. And, if you don't make the habit of pausing once in a while, your body and mind might just do it on their own-whether you choose to or not.

Vulnerability is one of those things that sounds easier than it actually is. It can be particularly difficult for stressed teachers, already with their guards up against physical and emotional harm, to be vulnerable. Yet, embracing vulnerability may be just the thing to help teachers feel better. As Brene' Brown wrote in The Gifts of Imperfection, "We have to own our story and share it with someone who has earned the right to hear it, someone whom we can count on to respond with compassion" (p. 9).

Four years ago, I began a podcast called My Bad. My guests are educators who come on to share one big mistake they made during their career in education. These educators' stories are powerful, brave, and reaffirming. Yes, listeners learn from hearing others' mistakes. More than anything though, they learn that they are not alone-and they give themselves a little grace.

One of the most recent lessons I've learned is that I don't have all the answers, nor should I. This sounds obvious, but it has taken me many years to recognize this fact. As the classroom teacher, I was the one in charge. I earned my degree, completed my internship, and therefore should be able to handle whatever comes my way. But there are days when I don't know what to do and-at the same time-I have colleagues who possess certain skills and knowledge that I don't. As a classroom teacher, I realized I had two choices: pretend and fail or ask for help. I chose to ask for help and am not ashamed that I still do it quite often. Why not ask for help? I'd want my colleagues to do the same if I could help them in some way. Once I normalized help-seeking, I was less stressed and recouped the time I would have spent fumbling in search of a solution.

While I believe these strategies will help you reduce stress and take better care of yourself, I have no doubt that there will be days when you feel as if you just can't go any further. I have been there. Six years ago, I had a mental breakdown that caused me to lose thirty pounds and many hours sleep.

Besides my wife and a few friends, I did not tell anyone what I was going through. If I had only reached out to others for help, I believe my situation would have been much different. As teachers, you hold the umbrella day in and day out, protecting your students from everything that could possibly harm them. You are their shield. The problem is, there comes a time when our arms get tired and our hands begin to shake. Continuing to hold the umbrella is almost impossible and can send us over the edge, physically and mentally.

Remember that it is okay to pass your umbrella so that you can rest and recover and, ultimately, take better care of those that you serve. If one of your colleagues reached out to you and asked if you could hold their umbrella, you wouldn't hesitate because that's what you do. You take care of each other and you take care of your students. It's time you start taking care of you.

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action.

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Online reading platform offering free accounts to teachers during this time.

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Unexpected school closures may occur, but they don't have to impact student learning.

Renaissance is committed to supporting teachers and parents to help keep students reading. We've provided step-by-step guides on how to access Accelerated Reader and myON from home, and ensure every child can continue their reading journey.

Students need only a device and access to WiFi to read books or complete assignments in or out of school.

To keep the world reading during unprecedented global school closures, we are offering schools free monthly access to up to 13,000 ebooks with myON, to allow your students to read from home. Contact us to discuss more.

Powered by News-o-Matic, myON News provides 5 age-appropriate and psychologist reviewed news articles, every weekday, helping your pupils to make sense of current events.

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Unexpected school closures may occur, but they don't have to impact student learning. Renaissance is committed to supporting teachers and parents to help keep students reading. We've provided step-by-step guides on how to access Accelerated Reader and myON from home, and ensure every child can continue their reading journey.