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How to facilitate the students’ needs during the teaching learning process especially in this current situation?

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How to facilitate the students’ needs during the teaching learning process especially in this current situation?

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How to create a safe space for the students with different background and learning needs?

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How to create a safe space for the students with different background and learning needs?

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According to the article published by Phyllis L. Fagell related to social emotional learning,  building a good relationship with the students are the key to facilitate their learning needs in this current situation.  Students need to know that their world is safe and that they're competent and worthy of respect. There are some ways that we can apply to the students such as:
Prioritize Relationships, which can be done if the teachers give the chance to the students to communicate their voice. During teaching and learning process in online learning, we give the opportunities to the students to  share about their daily life, their experience, their inquiries or the actions that they take after they learn something.

Tamp Down the Pressure
Besides giving the pressure to the students, we can give them direct feedback after they have achieved something, not focus on what they cannot do, moreover, focus on what they have done to support their learning process.

Empower Students

Stay Moored in the Moment

Foster Social Connection

Promote Self-Care

Focus on Joy and Simplicity

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Under the best of circumstances, children need to know that their world is safe and that they're competent and worthy of respect. That need for reassurance is exponentially higher in the midst of a global pandemic. Students can't solve problems, learn, self-regulate, or exhibit empathy or self-compassion if they're marinating in fear. Here are seven ways educators can help kids grieve what they've lost, cope with uncertainty, and adjust to distance learning in a new reality.

Listen, validate, and normalize their experience. You might point out that many students are also voicing frustration about spending 24/7 with siblings or are struggling to stay focused. Remember that kids are stressed about coronavirus, but also need time to process disappointments like canceled sports seasons and birthday parties.

With younger children, you might ask, "What is something fun you did today?" or "What makes you feel happy or sad?" In a video session, they could display a toy they love or pantomime a favorite activity and have classmates try to guess what it is.

Grading work students have done at home via sudden, online lessons is more than likely inequitable, says Rick Wormeli, author of Fair Isn't Always Equal, 2nd Edition (Stenhouse Publishers). He recommends that educators instead use this time to focus on formative assessment, which is low-stakes and involves gathering evidence to provide feedback and inform instruction. "We can learn without grades," he told me in an email. "Pass/fail may be as far as we go as we finish out the school year."

Similarly, recognize that although synchronous learning is great for social purposes and one-on-one check-ins, it also has its limitations. "It's seriously difficult for multiple members of one family to have simultaneous access to technology ... especially with parents working from home and families with more than one child," Wormeli added. "This is to say nothing of the new, uneven emotional cycles of the day out of students' control."

Encourage students to look for opportunities to give back, too. They could reach out to a classmate who feels socially disconnected or address a need in the broader community. For example, students across the country have been sewing and printing 3-D masks and gowns for medical workers and sending cards to coronavirus patients and senior citizens in nursing homes. When kids transcend themselves, they fixate less on what they lack.

To help students self-regulate and practice compassion, bring them back into the present with mindfulness activities. Depending on students' age, that might mean practicing an animal yoga pose, pacing the length of a room while counting footsteps, doing a breathing exercise, or quietly identifying all the sounds they hear in their home.

Kids also can "turn on" their prefrontal cortex-the part of the brain responsible for logical thinking, executive functioning, and empathy-by retrieving language. They could come up with three adjectives to describe a nearby object or listen to a song and focus their attention on the lyrics.

In addition to mindfulness, encourage students to do whatever they need to do to process big feelings, whether they cry, scream into a pillow, call a friend, write in a journal, or draw a picture. Explain that emotions are like a train going through a tunnel. The only way out is through.

I worry the most about a third group of students: the ones who want to entertain and be liked, but who are short on social skills. They may have social anxiety or constantly interrupt or try to impress others rather than find common ground. Jaana Juvonen, a developmental psychologist at the University of California at Los Angeles, has found that isolated kids are like animals at the edge of the herd. They feel less safe and are more vulnerable to loneliness, anxiety, and depression.

To help these children, who probably are not getting invited to "Zoom playdates," facilitate inclusive class get-togethers such as group advisory meetings, small-group collaborative projects, or book club discussions. Pair kids thoughtfully and engineer brief, highly structured interactions. The goal is to give them an opportunity to practice social skills without setting them up for failure.

Tell caregivers that you don't expect perfection from them, either, and you don't want them to battle their child over schoolwork. If you lower parents' stress levels, your students will do better, too.

To lift kids' spirits, educators across the country have gotten creative. They've done "car parades" through students' neighborhoods, held online talent shows, and organized virtual Spirit Weeks. They've recorded themselves singing in pajamas and shared jokes and memes.

The gestures that mean the most are often the simplest. Make it clear that you're available. Conduct virtual check-ins. Do read-alouds or start the day with a quick virtual greeting. Let your students know that you miss them and care about them. Remind them to sleep, get fresh air, and be kind to their friends and to themselves. They're not going to remember what they learned during the coronavirus pandemic of 2020, but they will remember who helped them get through it.

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7 Ways Educators Can Help Students Cope in a Pandemic - ASCD

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Under the best of circumstances, children need to know that their world is safe and that they're competent and worthy of respect. That need for reassurance is exponentially higher in the midst of a global pandemic. Students can't solve problems, learn, self-regulate, or exhibit empathy or self-compa

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 How to involve the students to design learning space based on the learning needs

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 How to involve the students to design learning space based on the learning needs

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How to support students' inquiry by using various suitable resources - time, people, places, spaces and physical materials?

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How to support students' inquiry by using various suitable resources - time, people, places, spaces and physical materials?

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How to construct the learning environment based on the students' need and choices which is included the technologies, resources, teaching approaches, activities? 

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How to construct the learning environment based on the students' need and choices which is included the technologies, resources, teaching approaches, activities? 

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How to make it balance between virtual and physical learning spaces during online learning situation?

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How to make it balance between virtual and physical learning spaces during online learning situation?

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How to support students' inquiry in this current situation?

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How to support students' inquiry in this current situation?

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How to design learning space to facilitate students inquiry and learning process in the current situation?

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How to design learning space to facilitate students inquiry and learning process in the current situation?

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My reflection after I read from the resource: Online learning, teaching and education continuity planning for schools

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My reflection after I read from the resource: Online learning, teaching and education continuity planning for schools

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During remote learning, the continuity of planning of teaching learning process will be different as the learning context rapidly changes. It is focused on the transitions of students from one type of learning to another. There are several ways that we can do to solve such as find the communities to share with, find out the easiest activities to set up and find resources for, develop a
wide range of online activities(interactive materials and learning tools) which are free and based on the students' need, setting up online learning guidelines, involve learning experiences which include physical activities, resources, or spaces(In most circumstances it is possible to assign activities and discussions so that students seek out the
physical experiences they need, then bring back evidence of and reflections on what they have
done.), use social media for learning and teaching, and look at the 4C mobile learning strategies.
-Content: providing media (for example, documents, audio, video) to the learner/performer
- Compute: taking in data from the learner and processing it
- Capture: taking in data from sensors (for example camera, GPS, etc) and saving for it sharing or reflection
- Communicate: connecting learners/performers with others

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How we can involve the students to research on their inquiry?
One good information that I can learn from Ms Denok (one of my team member) is involving the "bright" students to become the expert to research on their inquiry.