Listening, observing and giving accurate information are some of Unicef’s recommendations for teachers who notice changes in student behavior.
Adults have different needs and different ways of coping with stressful situations. The same thing happens to children, although they are sometimes underestimated.
Some children have coped well with restrictions and school closings due to the COVID-19 pandemic. But for others, it has been a challenge to cope with all the changes and uncertainty. Some children will return to school after experiencing stress, anxiety, isolation, and pain. Others may have experienced an increase in violence in their homes, states the United Nations Children’s Fund, Unicef.
Teachers and school staff are critical to supporting the transition of children to face-to-face classes, especially after such a prolonged school closure.
In addition to continuing to use the different skills that teachers have been using to ensure the learning and emotional well-being of their students while schools were closed, the following suggestions may be helpful for reopening.
1. Listen to student concerns
The COVID-19 pandemic and school closures affected the mental health and well-being of many children and adolescents. As teachers, it is essential to listen to students’ concerns and demonstrate understanding and empathy.
Give your students the opportunity to have a one-on-one conversation with you to reconnect and discuss any concerns that may have arisen during the school closings. If a child shares something that is particularly worrying, please follow the protocols of the protection systems in force.
2. Check how each boy and girl is
Before teaching new academic content to students, teachers and school staff should take the time to check how the children are.
Some children will return to school after experiencing stress, anxiety, isolation, and pain.
Remember that children may have difficulty concentrating at first or may need more time to get back into the learning routine. Provide opportunities for children to take breaks, move around, and reconnect with their friends and peers.
3. Give Children Accurate Information About COVID-19
As children return to school, they may have different thoughts and questions about COVID-19. Children want and need objective information. Use friendly resources age-appropriate and child-friendly available in your country or region based on scientific evidence to accurately answer children’s questions about COVID-19.
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While it is important to recognize the magnitude of what is happening globally, be sure to emphasize all efforts made and precautions taken to reduce risks in plans to reopen schools. Be sure to remind children of school safety protocols, including what to do if a case of COVID-19 is detected in the classroom.
4. Ask the children for suggestions on how to create a cozy, safe and comfortable classroom.
Involve children in making the classroom a welcoming, safe, and comfortable space. In doing so, be sure to adhere to the school’s biosecurity procedures and to use available material resources.
Children can provide suggestions; help decorate the living room walls with colorful and welcoming messages and work in small groups so they can support each other to catch up on learning. Let them know that supporting each other will help you get by together.
Remember to praise the children for their contributions and efforts. Teachers can foster feelings of safety and security by interacting and developing positive relationships with each student and using routines throughout the day to help children feel safe and secure.
5. Watch for any red flags in the child’s behavior.
Watch for changes in children’s behavior. If you notice significant changes in a student’s behavior and these persist over time, preventing them from learning or playing, please follow school protocol and / or seek additional support and guidance. Teachers can be of great help if they feel that a child is struggling.
Work in small groups so you can support each other and catch up on learning.
However, additional assistance should be sought and children should be referred to child protective services, primary care physicians or mental health professionals if you think the child needs specialized help.
If a child finds it difficult to learn or concentrate, continue to provide additional guidance and learning support, and if necessary, slow down.
6. Encourage play and sports to promote interaction among students
In many countries children have followed strict measures of physical distance and they have been prevented from using courtyards and other public spaces to play and interact with their peers. Make sure that when children return to school they have opportunities to socialize, play and interact with their peers, whom they have missed for so long. Be aware of the safety protocols of each school.
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7. Set an example with your behavior in times of stress: be calm, honest and caring
Teachers can be positive role models for their students. Children will observe your behaviors and learn the skills you use every day to cope with stressful situations. Be calm, honest, and caring, and Teach children to have a positive attitude.
8. Take care of yourself and know your limits
Teaching can be an extremely stressful profession, especially during these times. Make sure to protect your own physical and mental health. Maintain healthy eating and sleeping habits, rest, exercise, connect with friends, family, and colleagues. Remember to seek support if you experience significant feelings of distress.
And what about college professors?
In the United States, universities are trying to integrate remote learning strategies and tools that can also be used in presence, such as the interactive whiteboard.
Erin Horne, assistant dean of the North Carolina State University School of Education, explained to the AP that they have also been spending time social and emotional learning and trauma informed care.
These issues are receiving increasing attention. More discussions about mental and emotional health in seminars dedicated to teacher candidates.
Washington University in St. Louis has begun asking its aspiring teachers to develop specific plans for how to practice self-care and avoid burnout while teaching.
The American Federation of Teachers, through its president Randi Weingarten, expressed the opinion that the preparation programs will continue to provide teachers with digital, social-emotional and educational tools. trauma-based instruction.
The federation recently began a highly sought-after professional development course in trauma management instruction. (F)
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