As we contemplate the effects of losing 10 weeks or so of school, John Hattie reminds us that “It is not the time in class, but what we do in the time we have, that matters”. In a current post, Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not, Hattie notes:
- Do not panic
- Worry more about subjects in which parents have the least skill
- Engage students in optimal tasks designed to find out where students are and where they need to go in their learning
- Create many opportunities for social interaction
- Listen to feedback from students about their learning
View the full post to learn more about, “What Matters and What Does Not.” https://corwin-connect.com/2020/04/visible-learning-effect-sizes-when-schools-are-closed-what-matters-and-what-does-not/
As we anticipate the future of our students, we need to keep in mind the emotional needs of students.
Kathleen Minke, the executive director of the National Association of School Psychologists, made this observation:
“School psychologists know that academic efforts cannot proceed without addressing psychological and emotional trauma. Learning will not occur unless the emotional needs of both students and adults are addressed. Indeed, pretending that everything is 'normal' will likely exacerbate underlying traumas and further delay genuine recovery.”
She recommends these ideas:
- Recovery plan
- Assess, don’t assume
- Develop a resource plan
- Use Professional Development
New findings shed light on best approaches
By Sarah D. Sparks
“A Review of Educational Research analysis of 46 studies found that strong teacher-student relationships were associated in both the short- and long-term with improvements on practically every measure schools care about: higher student academic engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower
school dropout rates. Those effects were strong even after controlling for differences in students' individual, family, and school backgrounds.”
Teaching Students to Hope for the Best
By Mary Ellen Flannery, quoting Rick Miller
"Teachers can control the hope. As teachers we can control whether we believe in them, whether we have their back, and whether we can help them plan for the future.
Kids do better when they’re surrounded by adults who believe in them; kids do better when they have meaningful and sustainable relationships with adults; and kids do better when they can articulate their futures. That is hopefulness.
Just like reading and math, hope is something that students need to practice—and adults need to teach. The more hope students have, the happier and healthier they are, the more they persist in academic lessons, and the likelier they are to graduate.”
Keep up the great work teachers! You foster hope!
“If someone listens, or stretches out a hand, or whispers a kind word of encouragement, or attempts to understand, extraordinary things begin to happen.” Loretta Girzartis
This is true for all people: teachers, students, parents, and especially children. Encouraging words affect the way people respond in all situations. Take a minute and send an encouraging message to someone you work with.
Mentors! Have you checked in on those you mentor? You might give them a call or text them. Ask them what is going well and celebrate. Ask them what they need help with. It’s important during this time to check-in with each other!