Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator - By Lumos Learning
Transcript
| 00:01 | Okay . So hard to believe Time goes fast when | |
| 00:05 | you're , uh , blocked at home . Welcome to | |
| 00:09 | our fifth session . Seems , uh , he was | |
| 00:12 | fast . And , um and I'm gonna ask people | |
| 00:20 | about We're gonna do a six session and I'm gonna | |
| 00:24 | ask people Thio , think about volunteering to take five | |
| 00:29 | minutes in the next session and talk about what their | |
| 00:33 | key takeaways and learnings have been over the last month | |
| 00:39 | . How they're thinking has revised on these various topics | |
| 00:43 | . And what wisdom you'd like to share with other | |
| 00:46 | of the participants ? Um , here . So think | |
| 00:51 | about that . And if you're interested in doing that | |
| 00:56 | , then just text put a text message up , | |
| 00:59 | and we'll pick up your name and will be in | |
| 01:02 | touch with you about that . Or you can just | |
| 01:04 | reach out to me directly using the information on the | |
| 01:08 | last slide . So that's it . Project Volunteer . | |
| 01:12 | Okay . Thank you . Alright . And just thio | |
| 01:15 | just to go over where we are in the program | |
| 01:19 | and what our goals are . So we set this | |
| 01:22 | program with the idea of doing the following things , | |
| 01:26 | uh , discussing the fundamentals of supporting technology for online | |
| 01:30 | and distance learning , talking about the curriculum issues and | |
| 01:34 | strategies talking about the challenges of distance learning , the | |
| 01:38 | importance of organizational structure and staff training . That was | |
| 01:42 | pretty much last week . Today we're talking about socio | |
| 01:46 | emotional issues and support and next week , focused solution | |
| 01:51 | proposals , eso and and , you know , this | |
| 01:57 | is just in case that you don't have nightmares and | |
| 01:59 | wake up shrieking , um , thinking about these issues | |
| 02:04 | , you know , this is the situation we're in | |
| 02:07 | , um , economic downturn , you know , no | |
| 02:10 | sense of safety , lack of connectedness . Hopelessness is | |
| 02:14 | a lot of people have about this , you know | |
| 02:17 | ? How does it get resolved ? Anger , distrust | |
| 02:20 | about , you know , people in power and our | |
| 02:24 | administrations and governments ? Um uh , self efficacy inquest | |
| 02:31 | . How much can we really handle on ourselves by | |
| 02:34 | ourselves ? And there's grief due to personal losses . | |
| 02:37 | Um , you know , you know , personally , | |
| 02:41 | no four people who died from Cove it and you | |
| 02:48 | know , the whole process doesn't really give people , | |
| 02:52 | uh , you know , time , degree , right | |
| 02:54 | ? There's way don't have funerals . We don't have | |
| 02:57 | memorial services . We're onto the next problem . So | |
| 03:03 | this is the situation we're all coping with . Everyone | |
| 03:07 | who's on this program is coping with it . Eso | |
| 03:13 | This was a study that McKinsey McKinsey did reported signs | |
| 03:18 | of distress related to the cove . It and , | |
| 03:23 | you know , respondents reported feeling anxious and depressed . | |
| 03:26 | In the past week , respondents reported the level of | |
| 03:30 | distress they felt . And so , you know , | |
| 03:33 | anxious and depressed . Yes , you know , anxious | |
| 03:37 | but not depressed . Yeah , you know , about | |
| 03:39 | about , you know , so fewer but a significant | |
| 03:42 | number . And about a third of all respondents reported | |
| 03:46 | neither being anxious or depressed , you know , to | |
| 03:50 | which I would have had Not yet . You know | |
| 03:52 | , sooner or later this will catch up with them | |
| 03:55 | , maybe even after it's all done . And you | |
| 03:57 | can see that the you know , that the level | |
| 04:00 | of this distressed is very significant . So we know | |
| 04:03 | we're dealing with a real problem . And s o | |
| 04:07 | . You know , here are all of you in | |
| 04:09 | the , you know , the principal social emotional competencies | |
| 04:14 | and and well being . This is your world and | |
| 04:18 | where you're providing leadership . So this is you know | |
| 04:22 | , you have to provide effective leadership . You need | |
| 04:25 | to maintain healthy relationships with the people you work with | |
| 04:29 | and the people who work for you . You have | |
| 04:32 | to have a family and community partnerships reaching out from | |
| 04:36 | your institution . You need to have effective social emotional | |
| 04:42 | learning implementation . You get all this , you make | |
| 04:45 | the climate in your school healthier , and you lied | |
| 04:50 | to some positive outcomes . And then this is just | |
| 04:53 | the contextual factors the school , the community , the | |
| 04:56 | political system , Um , that's leading it . And | |
| 05:00 | you know , once again and we've talked about this | |
| 05:02 | before , you know , you are in the center | |
| 05:05 | of a very complex system , making this a very | |
| 05:08 | , very difficult job to do so . The key | |
| 05:11 | components of social and emotional learning , self management . | |
| 05:15 | Managing emotions and behaviors to achieve your goals , self | |
| 05:20 | awareness , responsible decision making , relationship skills and social | |
| 05:24 | awareness . And if you and your teachers and your | |
| 05:30 | students are going to advance in their social and emotional | |
| 05:35 | learning and coping skills , they need to build all | |
| 05:40 | of these . And your program needs to work on | |
| 05:44 | all of these or them . Andi , this is | |
| 05:49 | a big job . Any one of them is a | |
| 05:51 | big job . All five of them is a really | |
| 05:54 | big job . Okay , another way to look at | |
| 05:57 | this . Um , you know , coming from the | |
| 06:00 | you know , this is sort of like a hierarchy | |
| 06:03 | of needs you know , physical needs people , you | |
| 06:06 | know , need to feel secure and safe mental needs | |
| 06:09 | . People need thio build psychological resilience . People have | |
| 06:16 | varying amounts of resilience . I would say generally , | |
| 06:21 | you know , younger person is the less chance the | |
| 06:25 | opportunity they've had to build resilience over their lives . | |
| 06:29 | Relation all needs on this is threatened here because we're | |
| 06:35 | dealing with fewer people . We're dealing with them through | |
| 06:38 | tools like we are , which is fantastic , but | |
| 06:42 | not a replacement or in person connection . Okay . | |
| 06:47 | And another way to look at this , the student | |
| 06:50 | triangle of support . And this will reflect some of | |
| 06:54 | the things we've talked about before . So students , | |
| 06:57 | teachers , parents . And this is this sort of | |
| 07:02 | golden triangle for us and the needs to be support | |
| 07:08 | , support and feedback and communications . And so what | |
| 07:12 | is this , you know , come down to hold | |
| 07:16 | on one second ? What does this come down to | |
| 07:21 | him ? Just admitting a couple other people . Um | |
| 07:25 | and so what does it come down ? Thio is | |
| 07:29 | that you're dealing with multiple groups . You have to | |
| 07:32 | communicate with them to get information , to get fax | |
| 07:36 | , to communicate information to them , toe all of | |
| 07:39 | these groups and to allow this feedback loop to go | |
| 07:43 | on and students should be and you see , support | |
| 07:47 | connects two students from both legs of the triangle . | |
| 07:51 | Um , students need support Thio cope with this environment | |
| 07:55 | and move forward with with learning . Okay , so | |
| 08:01 | and here this completely sums it up exactly the way | |
| 08:04 | it happens . So even your dog is struggling with | |
| 08:08 | distance learning . Uh , no question about it . | |
| 08:11 | You know , dog was endless patience to sit and | |
| 08:14 | stare or something . That's of interest . Um , | |
| 08:18 | you know , runs out of steam when it comes | |
| 08:20 | to looking at zoom zoom screen Thio thio advance their | |
| 08:26 | distance Learning So the importance of SCL for students so | |
| 08:32 | quick things that ensures students acquire a basic skills and | |
| 08:35 | work habits Andi zehr values for a lifetime of meaningful | |
| 08:40 | work . This is a positive of all of this | |
| 08:43 | Is that if students cope with this this environment , | |
| 08:47 | these issues if they if they if you see their | |
| 08:51 | resilience , if they learned basic skills , if their | |
| 08:55 | work habits improve in an online or distance learning This | |
| 09:00 | this bill is a lifetime of good skills which will | |
| 09:04 | improve meaningful work , um , to motivate them , | |
| 09:09 | uh , to contribute responsibly and ethically to their peer | |
| 09:13 | group , family , school and community . So if | |
| 09:17 | students have this social emotional support and they're improving , | |
| 09:22 | they're motivated to contribute positively and ethically to the people | |
| 09:26 | they interact with , from their peer group to their | |
| 09:29 | family , to the community at large to help them | |
| 09:32 | develop a sense of self worth as they deal with | |
| 09:35 | daily responsibilities . You know , this is the story | |
| 09:38 | of the person who says , You know , I | |
| 09:40 | walked a mile to school every day when I was | |
| 09:44 | your age , you know , uphill both ways . | |
| 09:48 | And , you know , So what are they saying | |
| 09:50 | ? They're saying , I learned I could do this | |
| 09:53 | . I achieve this . And that sense of achievement | |
| 09:57 | can come out of this experience with your health to | |
| 10:01 | improve their social skills and support them in developing possible | |
| 10:04 | positive relationships with peers and adults . So you're learning | |
| 10:09 | how to cope with a difficult environment , and you're | |
| 10:12 | engaging them in positive , safe , health protected behavioral | |
| 10:16 | practices , which they very well may get a chance | |
| 10:20 | to use in the future . Okay , so issues | |
| 10:24 | to manage for administrators and leaders . So and parents | |
| 10:30 | , um , you know , responsible screen time . | |
| 10:32 | So game based learning treasure hunt kind of learning environments | |
| 10:36 | might be good to avoid . You know , you | |
| 10:39 | want them to spend time on the computer , but | |
| 10:42 | responsibly . Proper posture and setting for screen time . | |
| 10:47 | These physical issues , you know , we're very significant | |
| 10:49 | , I'm sure . Of the 30 or so people | |
| 10:52 | who are in the program now , you know , | |
| 10:54 | my guess is a third of you have probably dealt | |
| 10:57 | with these issues from staring at a screen too much | |
| 11:02 | , Uh , consistent classroom schedule . Um , you | |
| 11:06 | know , to avoid reduce sleep , non interference with | |
| 11:08 | the regular schedule . So , you know , this | |
| 11:12 | is for you is that there needs to be some | |
| 11:16 | structure . People do better with structure . We all | |
| 11:19 | do . Better with structure were more productive . You | |
| 11:22 | know , very few people just could work on their | |
| 11:25 | own and unstructured way and be hyper productive on . | |
| 11:29 | Certainly that's too true for Children . So creating some | |
| 11:32 | structured through classroom schedule in person , online distance , | |
| 11:36 | whatever it is makes a big difference . Include activities | |
| 11:40 | that require movement during screen time . This is good | |
| 11:43 | . You know , I wish I always remember to | |
| 11:45 | do this , you know . Get up . Move | |
| 11:47 | around . I mean , sitting , you know , | |
| 11:49 | at a screen for hours at a time . Um | |
| 11:52 | , not good . Not good for your mental health | |
| 11:55 | . Physical health . Be vigilant about cyber bullying . | |
| 11:59 | Um , you know , we've talked about this a | |
| 12:02 | little bit before , is coordinating communication between between peers | |
| 12:07 | , educating students to report problems online and cybersecurity and | |
| 12:14 | using the tools of which there are many . And | |
| 12:17 | we provide a list of , ah , a number | |
| 12:20 | of them to ensure that there's , uh , safe | |
| 12:25 | use of websites for instruction . Safe use off off | |
| 12:31 | tools , be it an iPhone or a chromebook for | |
| 12:34 | instruction . So 10 teaching practices to promote , um | |
| 12:39 | SCL so social teaching practices . So students and their | |
| 12:44 | discipline teacher language will give a little bit of detail | |
| 12:48 | to this in a second responsibility and choice . You're | |
| 12:53 | communicating this to students and warmth and support . So | |
| 12:57 | all of this and , you know , I'd say | |
| 13:00 | that one of the key words a Tlou Moses empathy | |
| 13:04 | , and you need to provide this to students you | |
| 13:07 | need provided for everybody . Everybody struggling with things . | |
| 13:12 | There needs to be empathy , uh , to support | |
| 13:17 | support them , instructional teaching practices . So to move | |
| 13:22 | to the other side , you know , cooperative learning | |
| 13:25 | , classroom discussion , self assessment , self reflection , | |
| 13:29 | um , academic press and expectations and competence building so | |
| 13:36 | that students feel that they're moving forward . They're making | |
| 13:40 | progress . So you sort of balancing these two sides | |
| 13:44 | . Here are 10 10 issues for you , Thio | |
| 13:48 | . Think about and and I just want to reiterate | |
| 13:53 | this point . Is that done ? Well , the | |
| 13:56 | entire experience that we're going to can lead to some | |
| 14:00 | positive outcomes for students . They can build their resilience | |
| 14:04 | . They can learn to do be more structured on | |
| 14:07 | their own . They can learn more about empathy . | |
| 14:10 | Um , etcetera , etcetera . So there's a lot | |
| 14:12 | that can a lot of positives that come . Is | |
| 14:14 | it difficult ? Yes . Is it a struggle ? | |
| 14:17 | Yes . Does it take a lot of ah lot | |
| 14:20 | of interaction from parents and teachers and administrators ? Yes | |
| 14:24 | , but in the final analysis , students can come | |
| 14:27 | out of it with some positive outcome . Okay , | |
| 14:31 | so we have a guest on day , we're gonna | |
| 14:35 | turn it over to her for in in a second | |
| 14:37 | . I'm gonna introduce our This is Lisa . Ratcliff | |
| 14:40 | was the founder and CEO off punkin foots , which | |
| 14:45 | is a business that makes specialized tools or special needs | |
| 14:53 | . Uh , people , largely students . But people | |
| 14:57 | she'll tell you about her . Her business more but | |
| 15:00 | she's an expert on these issues of how , What | |
| 15:04 | do these Children need during this time ? How are | |
| 15:08 | they coping with this ? And I'm very happy to | |
| 15:12 | say that she was a She was a student of | |
| 15:15 | mine , a small kinda waas and that I'm on | |
| 15:20 | her advisory board and she's brilliant . So , Lisa | |
| 15:27 | , welcome . We look , we're looking forward to | |
| 15:31 | hearing about your experience . Thanks , Dad . I | |
| 15:35 | appreciate that intro . It's a little daunting , though | |
| 15:38 | . Hello to everyone . I hope you're doing well | |
| 15:41 | this afternoon . I am Lisa Radcliffe . I am | |
| 15:44 | the founder and CEO of Punkin Foots . We do | |
| 15:48 | produce . We design and produce therapeutic play products and | |
| 15:51 | accessories for mostly Children and adults with special needs . | |
| 15:55 | And we produce them all in the United States using | |
| 15:58 | a fully adaptive workforce . So adults with disabilities . | |
| 16:01 | I also sit on the board of Emma Willard School | |
| 16:04 | , which is a private , um all girls school | |
| 16:08 | in upstate New York . So I've seen this issue | |
| 16:10 | from a bunch of different sides , including the fact | |
| 16:13 | that I am the parent of two Children with special | |
| 16:17 | ed requirements . So , um , in listening to | |
| 16:21 | this conversation or listening to the background that has provided | |
| 16:24 | today , I'll tell you that the things that I | |
| 16:28 | have seen that make the largest difference I took some | |
| 16:32 | notes , said I learned , well , as your | |
| 16:34 | as your student . Um , the Golden Triangle that | |
| 16:38 | you spoke about , I think is a piece that's | |
| 16:41 | being missed by schools . Um , the schools that | |
| 16:45 | I see they're doing this well are over communicating there | |
| 16:48 | , really talking more than they think they have thio | |
| 16:52 | both between the administration and the parent and the teacher | |
| 16:57 | and the parent what I'm seeing a lot of in | |
| 17:00 | our community . So when I talk about our community | |
| 17:03 | , I really think of special ed students . I'm | |
| 17:05 | seeing a lot of parents that feel incompetent right now | |
| 17:09 | . So these air parents who are struggling whether or | |
| 17:12 | not they have maintained their employment through this , um | |
| 17:18 | , there are so many challenges for parents in feeling | |
| 17:22 | competent in teaching , especially special ed students . I | |
| 17:26 | find that with special ed students , it's a really | |
| 17:29 | mixed bag . Some special ed students are doing better | |
| 17:32 | with remote learning than they did in a classroom , | |
| 17:35 | particularly because they don't have some of the sensory distractions | |
| 17:38 | that they do from students in a classroom . But | |
| 17:40 | with those same students that I'm seeing that are doing | |
| 17:43 | well . Um , from a from a remote learning | |
| 17:47 | perspective , I'm seeing their parents struggle more . Uh | |
| 17:50 | , I'm thinking of a particular parent that I know | |
| 17:52 | who is herself a higher ed teacher while her child | |
| 17:57 | is doing really well . Now that he's doing remote | |
| 17:59 | learning because he is on the autism spectrum , he's | |
| 18:02 | finding that an easier way to engage in both ah | |
| 18:05 | , learning setting . She's having a harder time getting | |
| 18:09 | him to adhere to this new schedule . So I | |
| 18:13 | think , I think , communicating with the parents , | |
| 18:15 | communicating and supporting them in their understanding of how they | |
| 18:20 | become competent . As , um , I don't want | |
| 18:24 | to say teachers , because it's really not their function | |
| 18:26 | , but just feeling competent in this situation . I | |
| 18:30 | think another thing that I'm seeing that could help with | |
| 18:33 | that is using more multiple modalities off technology . So | |
| 18:37 | again , just before this , we were actually we | |
| 18:41 | did a live sex stream on special education in this | |
| 18:44 | city of Philadelphia on the teacher that we were speaking | |
| 18:48 | with was talking about how you can use technology to | |
| 18:53 | really , um , make accessibility for Children with special | |
| 18:58 | needs . Use that technology to its to its fullest | |
| 19:02 | . So , for example , ah , child can | |
| 19:04 | answer you now in a picture . Ah , child | |
| 19:06 | can take a picture of what he or she wants | |
| 19:08 | to say and put it in a chat function . | |
| 19:11 | You have ways of engaging with special ed students that | |
| 19:14 | are different than you've ever had before , but it | |
| 19:17 | takes thinking entirely out of the box . It takes | |
| 19:20 | , recognizing that a one size fits all approach really | |
| 19:24 | doesn't work at all with the 20% or 17% of | |
| 19:27 | kids who are labeled as as special ed that there's | |
| 19:30 | such a diversity in our population that you really need | |
| 19:33 | to be , um , communicating directly to find out | |
| 19:38 | what is and isn't working . I think the one | |
| 19:41 | other thing that I would say , um so I've | |
| 19:43 | touched on a little bit with communication , consistency , | |
| 19:47 | multiple modalities . The one thing I'm also seeing in | |
| 19:50 | our community is a lack of social interaction . So | |
| 19:55 | I think you can't underestimate the places that that social | |
| 19:58 | interaction right now is missing for people in what it's | |
| 20:01 | doing to them . So Children , teachers , parents | |
| 20:06 | , I think if schools can find a way to | |
| 20:09 | support and sponsor and structure social interaction for Children . | |
| 20:14 | So maybe it's an asynchronous learning project that they do | |
| 20:18 | together with kids that they might not all otherwise work | |
| 20:22 | with . These were things that you were doing in | |
| 20:23 | classrooms before that . I'm not saying yet in , | |
| 20:27 | um , in the learning that I've seen delivered . | |
| 20:29 | Now , granted , you know , the school year | |
| 20:32 | here hasn't started yet , But it's something I would | |
| 20:34 | recommend based on what I saw last year , which | |
| 20:35 | is sponsoring social opportunities for for Children . Um , | |
| 20:41 | for parents , because again , back to this parents | |
| 20:44 | feel incompetent . Right now I have a very compliant | |
| 20:49 | 11 year old . He will do what I tell | |
| 20:52 | him to dio . And yet I got to tell | |
| 20:54 | you , I am so unprepared to be responsible for | |
| 20:58 | him at the same time that I'm also responsible for | |
| 21:01 | my full time job , which I do right now | |
| 21:04 | remotely so . I'm a lucky parent . I have | |
| 21:06 | a compliant kid . I have a full time job | |
| 21:09 | and I'm able to work remotely , and I feel | |
| 21:11 | incompetent so I can Onley imagine what it's like to | |
| 21:15 | have three Children , all special Ed . I don't | |
| 21:19 | Right now I know where my next paycheck is coming | |
| 21:22 | from . I have to go out and look for | |
| 21:24 | a job . The parents right now are really , | |
| 21:28 | um , struggling and I'm sure you know , But | |
| 21:31 | if schools could help parents both in supporting them , | |
| 21:34 | them social emotionally , I think that's Children will do | |
| 21:38 | better . And the last one I would say is | |
| 21:39 | that teachers , how can we do that ? How | |
| 21:42 | can you help parents ? Oh , yeah . How | |
| 21:45 | can we How can we make them feel confident ? | |
| 21:47 | I mean , I wouldn't know where to start Thio | |
| 21:50 | other than just tell them Hey , you can do | |
| 21:52 | this . You know what I mean ? No . | |
| 21:53 | Think about think about the support that you're giving to | |
| 21:56 | teachers right now . Teachers air having toe learn how | |
| 21:58 | toe to teach online Parents are having to learn how | |
| 22:02 | to managed Children during a day when they never have | |
| 22:06 | before . So if you could supply and I know | |
| 22:09 | that what I'm asking is a lot , But if | |
| 22:11 | you could think about training a parent because unless the | |
| 22:14 | parent is ok , your child that the students not | |
| 22:17 | okay . So right now you're relying on the social | |
| 22:21 | emotional well being of that parent to support the child | |
| 22:24 | because that's where the child is all day , every | |
| 22:27 | day for remote learning or even for the hybrid sessions | |
| 22:30 | . So if you could think about training sessions , | |
| 22:33 | I believe the parents would show up for training sessions | |
| 22:36 | just like this to talk to them about things like | |
| 22:39 | , How do you help your child focus . So | |
| 22:41 | one of the things that we know in our in | |
| 22:44 | our community is that it's a It's a stamina issue | |
| 22:47 | , so you have to build the stamina to sit | |
| 22:50 | and focus on something . So teach parents how to | |
| 22:54 | help their Children build that stamina . It's three minutes | |
| 22:58 | . It's five minutes and then give them a positive | |
| 23:01 | reinforcement for it . Stand them up , get them | |
| 23:04 | to do jumping jacks . Have them run around the | |
| 23:06 | room once parents , things that you all take for | |
| 23:09 | granted that you know parents don't know how to do | |
| 23:12 | that . So teaching parents like a fidget cushion , | |
| 23:16 | like when my daughters in school she has a fidget | |
| 23:19 | cushion so she can actually focus . Guess what ? | |
| 23:22 | I don't have one at home , but that's something | |
| 23:25 | that a parent may not even know that their child | |
| 23:27 | needs . So I think that if you did structured | |
| 23:31 | trainings for parents , you would actually find Children that | |
| 23:35 | were able to focus better . And parents that felt | |
| 23:38 | more confident . That's my opinion . All right . | |
| 23:40 | No , thank you . Thank you . Uh , | |
| 23:44 | I think I think your teachers to what ? We've | |
| 23:46 | been talking to a lot of teachers and teachers , | |
| 23:49 | air feeling and occupational therapist . So we deal very | |
| 23:52 | regularly with occupational therapist , and we have several on | |
| 23:54 | staff there feeling disconnected . So that whole peer review | |
| 23:58 | process where they were walking down the hall and they | |
| 24:00 | say , Hey , you know what ? I'm having | |
| 24:01 | this problem with Jimmy , and I was wondering if | |
| 24:04 | you have him in this class , what do you | |
| 24:05 | do with him ? They They're those Those places where | |
| 24:10 | they were able to connect with each other professionally are | |
| 24:13 | missing right now . And so we're hearing that occupational | |
| 24:17 | therapists and teachers would really like those structures so they | |
| 24:22 | don't know how to create them for themselves . It | |
| 24:24 | feels artificial . But if the administration were to say | |
| 24:28 | , Hey , you know what ? Every Tuesday we're | |
| 24:30 | actually gonna have a round table to discuss learning styles | |
| 24:33 | and learning challenges where you can come bring your challenge | |
| 24:37 | . Somebody else could tell you how they tried to | |
| 24:39 | fix it . it will sponsor some of those , | |
| 24:42 | um , communication structures that are missing for them right | |
| 24:45 | now . Just some thoughts . But those were Those | |
| 24:48 | were my things that I took away . Ed . | |
| 24:49 | From what you said , I don't know if there | |
| 24:50 | was something you wanted me to speak about . What | |
| 24:52 | ? That was my thought process . Yeah . Fantastic | |
| 24:56 | . Anybody have any questions ? Least I do see | |
| 25:00 | a question in the chat . Maybe I'll just completed | |
| 25:03 | for you . I would love to know more about | |
| 25:06 | creative modalities with technology besides picture . Are there any | |
| 25:11 | other methods that we could use ? Yeah , I | |
| 25:14 | think so . Polls . So another thing we just | |
| 25:17 | heard from special Ed teachers are students who are uncomfortable | |
| 25:21 | raising their hand and answering questions . May love polls | |
| 25:24 | because they're anonymous , and so they're not outed for | |
| 25:29 | saying something that might be stupid in their minds , | |
| 25:31 | you know ? So So all of a sudden , | |
| 25:33 | there are things that you can use using zoom that | |
| 25:36 | will allow students to participate That may not participate . | |
| 25:41 | Otherwise so the anonymity of technology can actually help with | |
| 25:46 | that . Ah , lot of this . Um , | |
| 25:49 | a lot of this depends on the teacher to so | |
| 25:51 | I know you all know this , of course , | |
| 25:53 | but I'm seeing a rial , Um , a disparity | |
| 25:57 | in in teacher creative approaches . So and that might | |
| 26:04 | be back to that if you had a roundtable where | |
| 26:06 | you could sponsor your teachers to talk to each other | |
| 26:08 | . So I was just speaking to a special ed | |
| 26:10 | teacher in Philadelphia who talked about the fact that the | |
| 26:13 | way she rewards her students for 100% participation in online | |
| 26:20 | polls is she dresses her dog up , been funny | |
| 26:23 | hats , so she has second graders . And so | |
| 26:26 | if she gets 100% participation , the dog dresses up | |
| 26:30 | in a hat . I mean , teachers who are | |
| 26:33 | thinking outside the box like that are always gold , | |
| 26:36 | but right now they're in their even more necessary , | |
| 26:40 | and it might be possible to support them . I'm | |
| 26:42 | going back to the modalities I've seen schools . Um | |
| 26:46 | , Emma Willard has done a tremendous job of this | |
| 26:48 | of layering technology so that you have technology that does | |
| 26:53 | things like chat really well or does things like , | |
| 26:57 | um building word pictures really well and you layer them | |
| 27:02 | over the top of whatever teaching method that you're using | |
| 27:06 | , um , being able to use the multimedia functions | |
| 27:10 | , So don't just talk it . Students make sure | |
| 27:14 | that your presentations have have pictures have words have , | |
| 27:19 | um , off . As we all know , their | |
| 27:21 | kids learn in different ways . So being able to | |
| 27:24 | use technology allows you to . Now incl incorporates so | |
| 27:28 | many of those different methodologies sound and again pictures . | |
| 27:33 | But what I was talking about specifically was the use | |
| 27:37 | of , um , multiple modalities in engaging students . | |
| 27:41 | So using things like polls and contests and chat at | |
| 27:48 | the same time that you're lecturing , get them to | |
| 27:50 | talk to each other , get them to actually ask | |
| 27:52 | each other things . There are ways to now engage | |
| 27:55 | students that I think would be would be necessary to | |
| 27:58 | keep the engagement of , I don't know if that | |
| 28:00 | helped back . Yeah , I think that's a great | |
| 28:04 | point . Um , in the I think it was | |
| 28:06 | the second session , we had a slide that had | |
| 28:10 | a number of , um , easy to use fun | |
| 28:15 | tools that you can integrate into an online class . | |
| 28:19 | So Paul's game , if eyeing things I forget now | |
| 28:24 | they all were . But you know , some of | |
| 28:26 | them are very easy to use . Most of them | |
| 28:28 | are free on bond and , you know , it's | |
| 28:33 | It's another tool for engaging . Also , I think | |
| 28:36 | it's It's , um it's a makes the teacher feel | |
| 28:42 | good , right ? You know , I was like | |
| 28:43 | , Wow , I've done something different . I've learned | |
| 28:45 | a new skill to and it works . I'll say | |
| 28:50 | This is a teacher From the very first time I | |
| 28:54 | start using you started using online tools . I was | |
| 28:58 | amazed at how students who I couldn't get to participate | |
| 29:01 | in class would feel comfortable participating online . So if | |
| 29:06 | there was a discussion board or something like that , | |
| 29:08 | you know , they're more comfortable writing . They don't | |
| 29:10 | feel comfortable speaking in front of people . Maybe they | |
| 29:14 | feel they have an accent or , you know , | |
| 29:16 | there's something there defensive about . But , you know | |
| 29:18 | , giving them an opportunity in another modality is often | |
| 29:23 | brings them out . And it Z , you know | |
| 29:26 | , good , good , good stuff . Alright . | |
| 29:31 | Any other questions ? Uh , for at least thank | |
| 29:36 | you so much . You're , uh , a Z | |
| 29:39 | always , you know , uh , inspiring font of | |
| 29:44 | of information ? Uh , no . I encourage people | |
| 29:49 | to check out the pumpkin foods website . Some of | |
| 29:54 | the things they make the tools , the toys , | |
| 29:57 | the AIDS that they make are really so clever on | |
| 30:02 | . Duh just interesting . Even if you don't have | |
| 30:05 | a special needs a child in your class or at | |
| 30:09 | home , it's just amazing to see . So thank | |
| 30:12 | you very , very much . All right , let | |
| 30:16 | me move on to a few other things , and | |
| 30:18 | then we're gonna come back . Thio , Dr . | |
| 30:20 | Peterson ? Um uh , who's , uh , who's | |
| 30:24 | the only person here who is not a former student | |
| 30:27 | ? I'm just kidding . E . I am today | |
| 30:32 | eso some useful and productive tactics . Schedule regular check | |
| 30:38 | ins with students and their families , teach strategies for | |
| 30:42 | organization , planning and self regulation for all of these | |
| 30:48 | groups that you interact with , read and discuss current | |
| 30:52 | events . So , you know , start with , | |
| 30:55 | you know , cover the fax . What's going on | |
| 30:58 | ? Where do things stand ? A sign of project | |
| 31:00 | that encourages students to be helpers , So make them | |
| 31:05 | feel like they're part of a solution . They're engaging | |
| 31:09 | mawr with people online or even in person , you | |
| 31:12 | know , delivering groceries , taking out the garbage for | |
| 31:15 | a neighbor , you know anything That's a project that | |
| 31:19 | allows the student to feel that they're being , uh | |
| 31:23 | , supportive of someone else . Share stress reduction and | |
| 31:28 | mindfulness strategies . We've talked about some of those here | |
| 31:32 | . You can go on the pumpkin funds website and | |
| 31:35 | find a bunch of things that are oriented towards thes | |
| 31:39 | strategies show how we're all connected . So students , | |
| 31:44 | parents , teachers don't wanna feel like they've just lost | |
| 31:47 | the connection because they're spending all their time at home | |
| 31:52 | Virtual show and tells eso I guess , you know | |
| 31:55 | , dress your dog up in a hat and showed | |
| 31:57 | everybody in your class or everyone else and use finish | |
| 32:02 | , finish My sentence prompts , uh , to get | |
| 32:06 | people thio students to engage with each other and build | |
| 32:12 | empathy . So active listening . I'm not going to | |
| 32:17 | read this this slide . I will just say that | |
| 32:23 | , um you know , some years ago , I | |
| 32:27 | co authored a book on on how entrepreneurs have have | |
| 32:34 | productive conversations , and the more we worked on it | |
| 32:38 | , the simpler it became . And really , because | |
| 32:41 | when a conversation is going on , people are speaking | |
| 32:47 | , thinking and listening . That's it , you know | |
| 32:50 | . So if you're in a conversation , those are | |
| 32:51 | the three things you're doing . The hardest one of | |
| 32:54 | those to do is to be active listener . Do | |
| 32:58 | not interrupt to really hear what the person is saying | |
| 33:03 | . Toe ask questions that illicit information that helps you | |
| 33:09 | understand what they're thinking and what could help them . | |
| 33:13 | And and so , just saying that you need toe | |
| 33:19 | listen quietly that you need toe listen through pauses . | |
| 33:24 | You know , movie directors long ago started showing the | |
| 33:31 | day understood that when people , um , had something | |
| 33:35 | important to say , they would pause before they said | |
| 33:39 | it . And so movie directors use this tool . | |
| 33:43 | Somebody is , you know , they're they're thinking quietly | |
| 33:48 | , and then they say something that's really important . | |
| 33:50 | That's true . That's what people dio . So you | |
| 33:53 | need to be an active patient listener , and you | |
| 33:55 | need to encourage everybody in your world to use those | |
| 33:59 | two bulls on . Do become really good at this | |
| 34:03 | . And here are some of the specifics about , | |
| 34:06 | you know , having keeping eye contact , avoiding distractions | |
| 34:10 | , you know , finding a good place , toe | |
| 34:12 | . Listen , even if you're online not being distracted | |
| 34:16 | with extremely difficult to dio asking relevant questions to clarify | |
| 34:21 | things , body language , I gotta tell you , | |
| 34:24 | I'm not a big believer in body language . Research | |
| 34:28 | shows the body language . Not a good um uh | |
| 34:33 | , sign of what a person is thinking . Of | |
| 34:37 | course , we all latch onto it because it's weaken | |
| 34:40 | . See body language from the other person show that | |
| 34:43 | you're listening ? Um , yeah . Well , I | |
| 34:46 | would just say really . Listen , um , some | |
| 34:49 | years ago , I went to a conference and there | |
| 34:51 | was a side presentation on listening skills , and one | |
| 34:56 | of the things the presenter talked about was how to | |
| 35:00 | act as if you're listening . I mean , actually | |
| 35:03 | , this is so long ago , and I the | |
| 35:04 | fact that I remember it shows I was so shocked | |
| 35:07 | by it . But anyway , so , you know | |
| 35:09 | , if you cock your head to the side that | |
| 35:11 | makes people think you're listening if you let your jaw | |
| 35:14 | hang loose like , uh , you know , like | |
| 35:17 | a bass , you know , that shows that you're | |
| 35:20 | listening . You know , if you nod , that | |
| 35:22 | shows that you're listening . You know , I don't | |
| 35:24 | think you need to think about doing any of these | |
| 35:25 | things you just need to do . You just need | |
| 35:28 | to listen . You don't need to act like a | |
| 35:31 | wide , wide mouth bass . Here's a , you | |
| 35:34 | know , cool exercises that you might find useful for | |
| 35:39 | . You could distribute to your teachers . Um , | |
| 35:42 | eyes in is , you know , language . To | |
| 35:46 | give students to use to start interactions . Um , | |
| 35:51 | and to think so and you know , So instead | |
| 35:54 | of saying I'm not good at this , you say | |
| 35:57 | , How can I improve ? Instead of saying I | |
| 36:00 | failed , you say mistakes were part of the learning | |
| 36:03 | process , etcetera . So this is a list of | |
| 36:06 | these . This is one that is , you know | |
| 36:08 | , uh , written , written up in a looks | |
| 36:13 | , obviously from a classroom setting . Andi , here's | |
| 36:17 | some or of this morning meetings . If you're doing | |
| 36:21 | synchronous classes in , you know , distance you could | |
| 36:25 | use use these and and then , you know , | |
| 36:30 | here's this , you know , creating readers and writers | |
| 36:33 | is you may recall I've said if you can't measure | |
| 36:38 | , if you can't measure it , you can't manage | |
| 36:40 | it . So here you are . You're measuring words | |
| 36:44 | that students air using and how often there using them | |
| 36:49 | ? Obviously , this is for 1st 1st grade . | |
| 36:53 | Andi , Uh , you know , some or of | |
| 36:56 | these this , you know , you can read on | |
| 36:58 | your read on your on your own . Ah , | |
| 37:01 | feeling finder , this is this'll is a tool for | |
| 37:05 | you . Just help students , um , getting in | |
| 37:09 | touch with how they're feeling during this situation , so | |
| 37:15 | prompts them with feelings that might apply to them . | |
| 37:22 | And , of course , for your staff here it | |
| 37:24 | is . So you know how was on teaching ? | |
| 37:27 | You know , obviously , Ah , lot of people | |
| 37:30 | suffer with this . They suffered during the learning . | |
| 37:32 | They don't wanna look incompetent . They don't wanna feel | |
| 37:35 | incompetent . Um , they're not comfortable with it . | |
| 37:39 | I will say this is somebody who's done it for | |
| 37:41 | a long time . Once you get over the hump | |
| 37:43 | with it , it's great . But no question , | |
| 37:46 | students difficult time . Okay , so let's put this | |
| 37:50 | into ah , you know , one chart . So | |
| 37:53 | stakeholder engagement and , you know , social emotional learning | |
| 37:58 | visioning . Then we're gonna do the learning and a | |
| 38:02 | climate inventory , action based planning , um , preparing | |
| 38:08 | for and implementing practices . So we're going Hear from | |
| 38:11 | thinking about it . Thinking the big picture to developing | |
| 38:15 | options to coming up with a plan , the implementing | |
| 38:19 | the plan with coaching and support and assessing our efforts | |
| 38:25 | . So this is this managing feedback loop , and | |
| 38:28 | then you just do it all over again , and | |
| 38:31 | this will look like other things in other context that | |
| 38:35 | we've presented . Okay , So Dr Peterson , who | |
| 38:39 | was a fantastic guest in one of our previous classes | |
| 38:44 | , um , we asked him to speak about this | |
| 38:46 | . He has So he's the superintendent of the Essex | |
| 38:49 | County schools of technology . And so he's in a | |
| 38:52 | very unusual situation because so much of what his students | |
| 38:57 | study hands on and so moving from an in class | |
| 39:02 | or a lab or a , um , you know | |
| 39:06 | , physical environment to a virtual environment . Especially difficult | |
| 39:10 | and great challenge . So , Dr Peterson , welcome | |
| 39:16 | . Thank you . Thank E . I wanted to | |
| 39:20 | say that you had two great information there , and | |
| 39:23 | so I did learn from you today . So technically | |
| 39:25 | , you are my teacher for today . So we | |
| 39:27 | got released , and I have that in common . | |
| 39:30 | Andi , I did not realize that my wife and | |
| 39:33 | I have been engaging in that finish . My sentence | |
| 39:36 | prompt activity for the last several years . So I | |
| 39:42 | for at least the last 10 years , I'm hoping | |
| 39:43 | the next 10 I get to do my turn . | |
| 39:45 | So , uh , good afternoon . Thank you for | |
| 39:49 | welcoming me back as well . Um , so but | |
| 39:53 | Lisa had some great , great things . If I | |
| 39:56 | can just compliment some of the ideas that she started | |
| 39:59 | with , I would say Thio , maybe even like | |
| 40:05 | a parent support group , because we're doing something that | |
| 40:08 | we're we're trying to do . A We're gonna be | |
| 40:10 | doing a video for parents because , yeah , they | |
| 40:13 | really they really The responsibility has shifted , and they're | |
| 40:18 | not really . They're very uncertain of their roles and | |
| 40:20 | expectations . It was a little bit easier . Uh | |
| 40:23 | , check the homework or sign the homework and do | |
| 40:26 | this and do that . You know , I think | |
| 40:27 | we're all kind of used to that . So this | |
| 40:29 | was totally different . So we're trying to set up | |
| 40:31 | our expectations , but I think Aziz , we're talking | |
| 40:35 | . We've been , you know , also thinking about | |
| 40:38 | , uh , empowering the parents , the teachers and | |
| 40:42 | the students . And I know this gets scary , | |
| 40:44 | but I don't know if there's anything wrong with having | |
| 40:47 | parents and students if age is appropriate to be on | |
| 40:52 | some kind of just committee . So that this way | |
| 40:57 | listen , we're consumer driven economy right now where where | |
| 41:01 | everybody feels like they have , they want an opinion | |
| 41:05 | about things . They want to know what they're the | |
| 41:07 | services they're getting . So we're experimenting with having some | |
| 41:10 | students and some parents and some teachers just talk about | |
| 41:13 | in a very productive way , what's working ? What's | |
| 41:16 | not working because Because this is still on ventured territory | |
| 41:21 | . You know , this is another part where this | |
| 41:22 | was where it was emergency remote . Now , now | |
| 41:25 | , a lot of us are gonna be starting out | |
| 41:26 | remotely , uh , as opposed to finishing remotely , | |
| 41:31 | and it's not necessarily emergency . Now , we're kind | |
| 41:33 | of planned for it . So that has changed . | |
| 41:35 | So we're experimenting with that . And that could also | |
| 41:39 | touch on some of those those emotional SCL um , | |
| 41:43 | areas . And I liked what you were saying . | |
| 41:45 | We what ? What I did last year was not | |
| 41:50 | have any ideas because I don't think I'm as fun | |
| 41:53 | as some of my principles and my supervisors and my | |
| 41:57 | math supervisor , you know , when you sometimes you | |
| 42:00 | think of Matthew think of kind of stodgy or whatever | |
| 42:03 | she came up with , like these fun Fridays with | |
| 42:07 | where we really turn it into almost like pep rallies | |
| 42:10 | of sorts . So that and that was great . | |
| 42:13 | And I thought that was a fantastic idea , and | |
| 42:16 | we did those things for I think it was like | |
| 42:18 | every Friday in the end of June just to kind | |
| 42:21 | of get us through the finish line . And I | |
| 42:24 | think that's gonna be I think SCL has to come | |
| 42:27 | almost like it's like its own course of sorts , | |
| 42:30 | or at least It has to be embedded in the | |
| 42:32 | curriculum like we do with the , um Assad Commission | |
| 42:34 | here in New Jersey , where we have it embedded | |
| 42:36 | in the curriculum . And I think it's it's at | |
| 42:40 | a , uh it's at a point to where it's | |
| 42:42 | very interesting where I would say we were perhaps , | |
| 42:45 | maybe at the height of understanding and implementing SCL throughout | |
| 42:50 | the country at the same time . It was taken | |
| 42:55 | away from us as far as the face to face | |
| 42:57 | interactions and and it's very the convergence of that . | |
| 43:00 | I is very interesting to me because it's almost as | |
| 43:04 | if we taught kids how to express or the need | |
| 43:07 | or the importance of feelings and emotions and all that | |
| 43:10 | at the same time it was taken away . Eso | |
| 43:13 | I think that is also a really interesting thing that | |
| 43:16 | we have to explore now they know what was missing | |
| 43:20 | or now that they know what is missing . So | |
| 43:21 | we have to develop a variety of different areas because | |
| 43:25 | they don't they're not certain of what's happening , And | |
| 43:28 | I also unfortunately think there's gonna be an uptick of | |
| 43:32 | cyber bullying because whereas we went out last year and | |
| 43:36 | everyone was quarantined and we had definitely a dip that | |
| 43:41 | in my colleagues that I've seen around that I interact | |
| 43:45 | with . I think there's gonna be an uptick because | |
| 43:47 | now there are pockets of kids going out so that | |
| 43:52 | there's something now to what is the phrase that kids | |
| 43:55 | safe fomo , fear of missing out . Now there | |
| 43:58 | are some things that you can't be missing out on | |
| 44:00 | because they may be going to do this or that | |
| 44:02 | . So I wanted eso that's on my radar . | |
| 44:05 | But we had a parent meeting the other day and | |
| 44:08 | , um , I had over 300 parents at a | |
| 44:11 | meeting and we actually needed more room . I had | |
| 44:14 | to change my account to go up to 1000 because | |
| 44:17 | it was just that overwhelming . And by the way | |
| 44:19 | , I only have 2300 students . So 300 parents | |
| 44:23 | was very , very big and on just that level | |
| 44:27 | of of just three anxiety and and we had our | |
| 44:34 | plan was a hybrid plan that was super flexible , | |
| 44:36 | and I thought it was actually very , very accommodating | |
| 44:39 | . Toe every parent where you can have your child | |
| 44:42 | come in one day a week , as we were | |
| 44:44 | doing . Or you could do it 100% remotely . | |
| 44:47 | No penalties . You could also foot flap back and | |
| 44:50 | forth if you if you wanted to change . So | |
| 44:51 | I thought it was very accommodating , and I anticipated | |
| 44:54 | less questions because they were , you know , it | |
| 44:57 | was so flexible . But that wasn't the case . | |
| 45:00 | And there was just a lot of just anxiety . | |
| 45:02 | Just a lot of what do I do ? And | |
| 45:04 | that's where we got the idea for the apparent Academy | |
| 45:07 | . A swell as that support kind of group idea | |
| 45:10 | , because they just it's not the same , the | |
| 45:12 | responsibilities air higher . That and a lot of them | |
| 45:16 | just want to know What do I do , you | |
| 45:18 | know , because and now idea with teenagers who are | |
| 45:21 | . I love that population age group . But they | |
| 45:24 | are There's always one step ahead of you . They're | |
| 45:27 | always one step ahead of you , and they're always | |
| 45:29 | figuring out the system . Um and I love them | |
| 45:32 | for that , but , you know , they want | |
| 45:35 | to know because they're sometimes they're telling their parents . | |
| 45:38 | Oh , no , I don't have to sign into | |
| 45:39 | that or No , we don't have class this session | |
| 45:42 | or no , this is a study , and so | |
| 45:44 | you have to anticipate now . That's maybe not the | |
| 45:46 | same thing for the early childhood students , but it | |
| 45:49 | could be for middle school and in some cases , | |
| 45:52 | that students no more than the parents . So we | |
| 45:55 | have a Zilong as we get together on that and | |
| 45:57 | also the consistency . That's why we created a ah | |
| 46:01 | hybrid model where it was like a half day where | |
| 46:05 | where even whether you're remote or in person , it | |
| 46:08 | looks the same . And if we had to come | |
| 46:10 | back to school where 100% of our students were ready | |
| 46:12 | to come back , we would still have the same | |
| 46:15 | modified schedule so that you know what toe happen , | |
| 46:18 | what's gonna happen every day and it's a baby schedule | |
| 46:21 | . But we have to share that and also remind | |
| 46:24 | the parents that this is what's going on . Uh | |
| 46:27 | , so that this way we're all on the same | |
| 46:28 | page because we don't want the especially the teenagers gang | |
| 46:31 | up on us . So we got the adults , | |
| 46:33 | got to stick together and be on the same page | |
| 46:36 | on that was important , But they just want to | |
| 46:37 | know , what do I do ? How do I | |
| 46:40 | do this help May . So we're going to need | |
| 46:42 | some additional support with that . Now that the teachers | |
| 46:46 | , it's , uh well , the teachers are also | |
| 46:50 | they have a very high anxiety level because at least | |
| 46:54 | in our state here , there's a lot of mixed | |
| 46:56 | messages about what's open , what's not open , and | |
| 46:59 | my job is not to be involved in politics whatsoever | |
| 47:03 | . But I could only just share with you . | |
| 47:04 | Some of their concerns is , Is that that , | |
| 47:07 | you know , how could one thing be open ? | |
| 47:09 | But we're going , you know , how could we | |
| 47:12 | restaurants still not be fully open , but the school's | |
| 47:15 | happened beforehand once again . That's not my area . | |
| 47:17 | I'm just , you know , conveying some of that | |
| 47:20 | thought . And I and I think what has been | |
| 47:23 | helpful is me saying I don't get it either and | |
| 47:27 | having I've had a reopening committee that we have been | |
| 47:30 | meeting since June , and I thought it was going | |
| 47:33 | to taper off because sometimes you know , teachers get | |
| 47:35 | this reputation of well , but they're not gonna do | |
| 47:39 | anything for free . They're not gonna do anything over | |
| 47:40 | the summer . It's the exact opposite . Um , | |
| 47:45 | one day I was running late and I got a | |
| 47:47 | whole bunch of text and email saying what happened ? | |
| 47:49 | Is it still going on ? What's going ? You | |
| 47:51 | know what ? And I was like , Thank you | |
| 47:53 | . I was running late in the car , but | |
| 47:55 | that's how important it was . And what we do | |
| 47:57 | is now We just share articles every every day , | |
| 48:01 | and I get stuff and we all just share it | |
| 48:02 | together . So even though we're still a little uncertain | |
| 48:06 | about what's gonna happen in , our governor is gonna | |
| 48:08 | be speaking , actually speaking right now , so I'll | |
| 48:10 | find out some updates . We work confused , uncertain | |
| 48:15 | together , and I think that's important that that and | |
| 48:20 | I tried my best to have that internal dialogue out | |
| 48:24 | there so that they knew my frustrations and they knew | |
| 48:26 | some of my challenges . And , um , they | |
| 48:29 | were really super super , super supportive . And then | |
| 48:32 | when we had a Q and A for the teachers | |
| 48:35 | , which was a day or so after the Q | |
| 48:37 | and A for the parents , that's when they express | |
| 48:40 | those same things as well . And that was really | |
| 48:43 | important . The one the one area so they still | |
| 48:47 | have some anxiety . But they realized they're not by | |
| 48:50 | themselves , and that , once again , was well | |
| 48:52 | attend . This is a summer zoom meeting and I | |
| 48:55 | had probably about , I would say , at least | |
| 48:58 | 90% or more of my staff on that zoom , | |
| 49:01 | which was which was , you know , a voluntary | |
| 49:04 | thing . Uh , lastly is the students , you | |
| 49:08 | know , you're absolutely right , and we struggle with | |
| 49:11 | the sports because if we go to remote logic really | |
| 49:15 | would dictate , why would you need tohave students being | |
| 49:19 | athletics ? But it's just so challenging . And I | |
| 49:23 | don't know if anyone is right or wrong , because | |
| 49:25 | for some of these , these students that the athletics | |
| 49:29 | is their social life is part of their social emotional | |
| 49:32 | learning . It's their identity , it's their identity . | |
| 49:36 | And now we have taken away a bunch of identities | |
| 49:39 | , right ? All of the think about what happens | |
| 49:41 | . And I'm thinking about the formative years , much | |
| 49:43 | of who you are . And then when we when | |
| 49:45 | we interact with parents from parents , say to me | |
| 49:48 | , I know my child . My response usually is | |
| 49:51 | , you know you're child at home . I think | |
| 49:55 | we know that public persona who probably is gonna beam | |
| 50:00 | or who is the is the same public persona or | |
| 50:03 | very similar to what he or she is gonna be | |
| 50:05 | looking like in the workforce and in front of everybody | |
| 50:07 | else . You know what ? How we are in | |
| 50:11 | front of Grandma and Mom is not always who we | |
| 50:14 | are in the workplace . So we know what that | |
| 50:17 | other persona and their personas are defined . Someone sometimes | |
| 50:22 | as being , you know , the theater kid or | |
| 50:25 | the musician , the band parent . You know , | |
| 50:27 | I'm sorry . The band students for all those things | |
| 50:31 | , and now that's taken away . That's rough . | |
| 50:35 | So that's part of their identity as well . So | |
| 50:37 | we're trying to maintain at least maybe some of the | |
| 50:40 | clubs and activities and maybe even doing some of the | |
| 50:43 | at least if the coach could interact with the students | |
| 50:47 | with the athletes that could salvage something because that's part | |
| 50:51 | of their identity . And I know that goes , | |
| 50:54 | uh , you know , into the social emotional learning | |
| 50:57 | , and I think it's really important , and that's | |
| 50:58 | for those kids who identifying those areas . But we | |
| 51:02 | also have to help out all the others who don't | |
| 51:04 | know how to communicate or how to articulate . So | |
| 51:08 | we're trying to get a couple of different things . | |
| 51:11 | Thio address that one Cem . Great guest speakers and | |
| 51:14 | then others to get students to be guest speakers or | |
| 51:17 | at least younger people , because you know how it | |
| 51:20 | is . We could say the same thing . But | |
| 51:21 | if you have , you know , if you if | |
| 51:24 | you get a little bit younger , kids will identify | |
| 51:27 | even more with you . So those were just some | |
| 51:29 | of the things that we're doing , Um , there | |
| 51:32 | . And I think I think I touched on a | |
| 51:34 | couple of those . Yeah , that's fantastic . Zoom | |
| 51:36 | the main tool you use to communicate with these groups | |
| 51:41 | . It is we're looking for other platforms . And | |
| 51:45 | once again , we're trying to get to . What | |
| 51:47 | we try to do is have a , um , | |
| 51:51 | standard learning platform . So we're might be migrating over | |
| 51:55 | . But once again , you know , this happened | |
| 51:57 | during the summer , so we don't have a lot | |
| 51:58 | of time for the teachers . So we're looking at | |
| 52:00 | this school aji , but we realize that a lot | |
| 52:05 | of the teachers were comfortable with Google Classroom and zoom | |
| 52:07 | , so we don't wanna also upset that , too | |
| 52:10 | . But we also realize that we need to start | |
| 52:12 | moving ahead because we don't know if this happens again | |
| 52:15 | . We don't know what happens two years from now | |
| 52:17 | , so let's strengthen and really beef up our are | |
| 52:23 | online component as well as I think . I said | |
| 52:26 | last time we were together , where we were emergency | |
| 52:28 | remote last year where it was , really we were | |
| 52:31 | just taking what we did physically face to face and | |
| 52:35 | then transferring it over toe online learning what were our | |
| 52:38 | mission this year is to do online learning that will | |
| 52:41 | be ready toe have face to face when the time | |
| 52:43 | is . Yeah , that's great . Wow . Thank | |
| 52:47 | you so much . Thank you so much . Okay | |
| 52:53 | . Can I just ask , uh , doctor this | |
| 52:55 | or something ? Dr . Faces , Dave Bachand . | |
| 52:58 | Lemon stuff . Massachusetts . Uh , would you be | |
| 53:02 | Would you object if I reach out to you outside | |
| 53:05 | of this ? Just thio talk about some of the | |
| 53:07 | things you're doing ? Absolutely . That's how we do | |
| 53:10 | it . Right ? And remember where teachers . So | |
| 53:11 | they say amateurs borrow . And professional steel . Yeah | |
| 53:17 | . Yeah . I've never built a wheel . I | |
| 53:19 | don't want to start building wheels , so let's not | |
| 53:22 | reinvent anything , right ? Uh , that's great . | |
| 53:24 | Looking forward . My email on the chat . Thank | |
| 53:27 | you . Terrific . Okay , so some of this | |
| 53:36 | is a little summary . Is tools for supporting staff | |
| 53:40 | communication ? Sound familiar ? Talking about what Dr Peterson's | |
| 53:43 | talking about accurate information . You know , tell the | |
| 53:45 | truth , even when it's not great news . Um | |
| 53:49 | , keep people in the loop . Uh , consider | |
| 53:52 | if there's any capacity to ensure your staff gets the | |
| 53:56 | rest and recuperation they need . Yeah , good luck | |
| 53:58 | . But , you know , it's good advice . | |
| 54:00 | Provide regular forum to express concerns again . This is | |
| 54:04 | just repeating with Dr Peterson talking about encourage peer support | |
| 54:09 | among colleagues . Um , this communication using these tools | |
| 54:13 | to create committees the way Lisa Radcliffe and Dr Peterson | |
| 54:19 | OIR makes sense , ensure staff are aware of where | |
| 54:23 | they can access mental health . So this didn't come | |
| 54:26 | up before . But , you know , sometimes people | |
| 54:28 | need something beyond what their colleagues can provide them with | |
| 54:34 | , and they need professional support . And , uh | |
| 54:38 | , you know , I read somewhere that the number | |
| 54:40 | one growing profession during the pandemic has been therapists by | |
| 54:47 | a telemedicine and no surprise . So here's some resource | |
| 54:53 | is for you programs to support teachers , um , | |
| 54:57 | resilience , mindful schools , you know , all the | |
| 55:00 | kinds of things we've been talking about for families , | |
| 55:06 | you know , this is you've probably seen this face | |
| 55:09 | staring back at you online from from , you know | |
| 55:13 | , families and who were unbelievably stress doesn't get to | |
| 55:19 | It s O to take a overview . You know | |
| 55:24 | , teacher training leads to the teacher as a mediator | |
| 55:28 | , the student as a mediator in an LP classroom | |
| 55:32 | and then to the family s . So we're just | |
| 55:36 | rearranging the the cards . But , you know , | |
| 55:39 | everyone's the mediator and mediator means between other people . | |
| 55:43 | So this communication going on and we're sort of back | |
| 55:47 | to our triangle , you know , here , laid | |
| 55:50 | out in a slightly different form , you know , | |
| 55:54 | just to go back to this topic about bullying cyberbullying | |
| 55:58 | online , um , strategies for keeping kids safe , | |
| 56:02 | online opportunities for out of school programs to build relationships | |
| 56:07 | , skills encourage community partnership and service learning , encouraging | |
| 56:12 | family partnerships on the school health team and communicate regularly | |
| 56:18 | with parents about this issue . Right . And we're | |
| 56:21 | all in this together kind of approach is a good | |
| 56:25 | place to start . Um , what else can you | |
| 56:29 | do ? So we're sort of running out of time | |
| 56:32 | here . I wanted to hold on one second . | |
| 56:39 | Uh , did you wanna talk about this ? Sure | |
| 56:44 | . I know we're kind of running a little bit | |
| 56:46 | behind today , but I just wanna thank Lisa and | |
| 56:49 | Dr Peterson for making time for us . really appreciate | |
| 56:52 | it . And just a quick Greek up . A | |
| 56:56 | few weeks ago , we talked about putting together a | |
| 56:59 | distance learning information kit . And today , as you | |
| 57:03 | can see , the slide on to give you a | |
| 57:05 | quick update . Uh , so that database has over | |
| 57:09 | 200 questions on bond . You will find some , | |
| 57:14 | you know , questions or best practices that Professor Rogoff | |
| 57:17 | has been discussing over the last several weeks . Onda | |
| 57:21 | , uh , I do see that there are a | |
| 57:23 | number of questions in different categories , ranging from curriculum | |
| 57:27 | to technology . So very good wayto get to the | |
| 57:31 | information that you've been learning . Andi , I did | |
| 57:34 | find several interesting questions . Just couple dimension . Uh | |
| 57:38 | , you know , how do you set up your | |
| 57:40 | rooms and lighting so that you can have an effective | |
| 57:44 | online class ? Uh , so lots of good stuff | |
| 57:47 | in there , I would just quickly to mind you | |
| 57:50 | toe and create you to go back , use that | |
| 57:55 | tool . You can search it obviously , and find | |
| 57:58 | answers to some of these important questions . And you | |
| 58:02 | can also ask new questions . So there is something | |
| 58:05 | that doesn't you don't find it . You are able | |
| 58:09 | to use the tool , and Professor Rogoff and a | |
| 58:12 | team of volunteers or will make an effort to respond | |
| 58:16 | back to that question . And of course , you | |
| 58:20 | please share it with your colleagues . If they could | |
| 58:23 | potentially benefit from this on , duh . You can | |
| 58:26 | also easily add it to your school website or abroad | |
| 58:29 | if you need to , you know , share it | |
| 58:32 | with your community . So , Professor , go back | |
| 58:35 | to you . I just wanna be Oh , that's | |
| 58:37 | great . Yeah , And there's a link on the | |
| 58:39 | slide that will , you know , take you there | |
| 58:41 | . It's a you know , it's a cool tool | |
| 58:43 | . It's like F a Q tool for our world | |
| 58:47 | on bond . You know ? You know , try | |
| 58:51 | . It's easy . It's free . Um , okay | |
| 58:55 | , we have a poll . Are you interested in | |
| 58:57 | presenting your learnings during final session ? So would you | |
| 59:01 | like Thio ? Sort of take the role that Lisa | |
| 59:04 | and Dr Peterson , um did of sort of talking | |
| 59:09 | about their own situation , their own learnings , their | |
| 59:12 | own findings , their own experience . So police respond | |
| 59:18 | to the pole or go on the child and let | |
| 59:21 | us let us know on and and then , um | |
| 59:29 | see , I'm gonna I'm gonna give , you know | |
| 59:32 | , we're trying to keep promise that we only took | |
| 59:35 | an hour or so E think way and skip this | |
| 59:40 | , you know , slide . But anyway , what | |
| 59:45 | can I say ? Thank you so much . Thank | |
| 59:47 | you . For those of you who are participated , | |
| 59:50 | um , you know , thank you for for being | |
| 59:54 | a part of this will be back in touch with | |
| 59:58 | you about next week , and we wish everyone well | |
| 60:03 | , during this time of uncertainty . Hope you get | |
| 60:08 | clear , helpful answers in in our world so that | |
| 60:13 | we can move forward . So , um , you | |
| 60:17 | know , thank you all very much . Thank you | |
| 60:21 | Guys . Have a great week . Thank you . | |
| 60:26 | Okay . Thank you , David , for participating . | |
| 60:30 | Yeah . No , I This has been beneficial . | |
| 60:32 | I mean , my district is really e mean to | |
| 60:35 | present were still in no man's land . And the | |
| 60:38 | leadership at the very top is struggling with it . | |
| 60:41 | Nobody has an answer . They make a presentation , | |
| 60:45 | they send stuff out that we haven't even seen . | |
| 60:47 | This is gonna be the schedule of the high school | |
| 60:49 | . That's like we haven't even seen . It's just | |
| 60:52 | it's difficult right now , but we'll get there . | |
| 60:54 | And with the help of everybody here , I think | |
| 60:56 | it will help me at least able to communicate to | |
| 60:58 | my staff , my students , my family's on what | |
| 61:02 | my expectations are . And how can I help them | |
| 61:04 | ? I guess that's the biggest thing is how can | |
| 61:06 | I help you ? You know , so good . | |
| 61:10 | Yeah . Thank you very much . Yeah . And | |
| 61:13 | I agree . You know , the , you know | |
| 61:15 | , leadership is more baffled than anybody else . About | |
| 61:17 | what ? To dio . That's all the way at | |
| 61:20 | the state level . Yeah , right . Yeah , | |
| 61:23 | exactly . So So , Professor , there were a | |
| 61:26 | couple of questions in the chat . Mostly about how | |
| 61:30 | do we access this four point eso ? I did | |
| 61:33 | reply . But , you know , just so you | |
| 61:36 | know , you guys all have an account that have | |
| 61:38 | registered . So if you log and you will be | |
| 61:41 | able to access all the session presentations as well as | |
| 61:45 | the video so if you run into any problems , | |
| 61:48 | they shoot us a quick email . Be glad to | |
| 61:50 | help Sopa . Thanks , guys . Thank you . | |
| 61:54 | Thank you very much . Thank you . Hurry me | |
| 61:59 | . Thank you . Lisa , Give Buster my regards | |
| 62:04 | . I will give my best to Perry Lynn . | |
| 62:06 | I wanted to wave to her while she went by |
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Session 5: Social Emotional Support during Distance Learning - The Fully Informed Administrator is a free educational video by Lumos Learning.
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