I was really proud of how it came out, but I had about 10 minutes worth of stuff I wanted to share and only about 10 seconds to convey it in. Lucky for you, here are my more detailed thoughts:
It’s not Homeschooling
I was really glad this point came through. There are still teachers reaching out with specific resources and assignments, and doing their best to support learning from a distance. Parents across the country and world did not have a sudden philosophical shift--the vast majority of us plan to send our kids back to school literally the second they reopen! And true homeschooling uses the community’s resources to support learning in a way that is also impossible now. But we can take some of the principles of homeschooling and apply them to the current situation by remembering not to try to teach and support our children in isolation, and to connect with people, experiences, and resources virtually.
Silver Lining
We have the opportunity to individualize and highlight the learning in our own interests and hobbies and that of our children, generating excitement, creativity, and energy for learning. Differentiated learning is incredibly difficult in a full classroom, and now learning can truly be at the level of your child. And skills and dispositions towards learning that are also incredibly difficult to foster at school are perfect for learning at home through projects, pursuing curiosity, and playing with siblings or family members that know more or less about a topic or have more or less experience with a skill. All of these are incredible gifts we can give our children to be lifelong learners, and that will help them when they return to school.
Screen Time: Quality over Quantity
Even before the pandemic, experts and researchers were differentiating between the content of media, contexts in which it was being viewed, played, or used, and the quantity of time spent with devices and screens. Using digital resources to learn, to collaborate, to connect, to move, and to spark interest and creativity is very different than using digital resources to relax and find general entertainment. Still, media is also designed for vegging out, and can and should be used for that, especially in times like we’re currently experiencing. However, as much as possible, watch or play together, talk about what you’re watching or playing, and make connections from the digital world to the real world.
(As a side note, Vermont PBS now has daily curriculum and programming by age group! And this spreadsheet of livestreams has a great calendar/schedule organized by topics and ages!)
Sifting through the Deluge of Resources
We are all being inundated with suggested resources to use with our kids. It’s truly overwhelming, even for those of us trained in evaluating these resources. Sometimes being overwhelmed by choice can actually paralyze us. Perhaps paradoxically, fewer choices is always better than too many choices. I remember feeling this way about pregnancy and parenting books, and my husband and I decided we would pick one or two books that we connected with and then ignore all the other options. (For the record, we are What to Expect and 1, 2, 3 Magic people.) It really allowed us to actually read and understand what those books had to say rather than gleaning a bit from a wide range of things, never truly getting an in-depth understanding of development or specific parenting strategies. It’s the same with all these resources we’re being sent right now. When you find one or two that speak to you and your family, stick with those. You’ll get more into them and get more out of them. Learn with them. Expand on the stories or ideas within them. Continue with those characters off the screen. Talk about the ideas on a walk. Less is truly more in this instance.
Connection
Digitally or not, we should focus on interaction and collaboration. I’ve said it repeatedly and will say it again: learning is inherently social! Kids are really missing their teachers and their friends, their routines and their activities--their normal! Even though connecting with those things is different now, it is still possible through video chats, telephone calls, letter writing, livestreams or recorded videos. Keeping the local connection (i.e., videos from actual teachers, instructors, coaches, and librarians that they know and recognize) helps with this different way of connecting feeling as normal as possible. And our relatives are now also at home and have time to talk and interact from their side of the screen, so utilize them!
Routine and Structure
Kids thrive on routines and predictability, and for some, school was the only place they were receiving this. I won’t say more here, but you can refer back to our prior posts on our routines!
The Importance of Choice and Agency
Keeping a schedule does not take away choice and flexibility, which are key ingredients of successful learning environments. Kids can select the order and pace of what they do, select what they will do to check off a category in their schedule, or make suggestions for what could go in a schedule. For example, movement/outdoor time allows them to decide if they will go for a walk, play catch, do a yoga video, have a dance party, or something else. They can decide they need a half hour of movement time before and after they do a learning activity, and structure their schedule accordingly. They could even coordinate with a sibling and plan an independent activity while the other is participating in a class meeting. Speaking of which, make sure to include some free choice and independent time in the schedule to give them practice at following their interests and managing (a limited number of) choices, and giving them a chance to have a break from the people surrounding them non-stop. This practice will help avoid the question, “What can I do?” and keep kids motivated and engaged. And flexibility is so important because spontaneity is exciting, and because sometimes you need to seize the moment and go for a hike or watch a family movie.
Attention Spans
Preschoolers can focus for about 10 minutes, early elementary students for about 15-20, and upper elementary students for about 25-30. Not only do we need to keep this in mind when we consider how we chunk our time for learning, but we should also consider it as we think about the total learning time for the day. By separating out the learning time from all the other valuable purposes of school (if you’re really interested, here’s a longer version of this point), kids don’t need a full school day to get through their learning. That’s what leaves time for unexpected learning, playing, relaxing, cooking, virtual playdates, and household chores (ha!)! And that also means that supporting your child’s learning for 1-2 hours each day is plenty. The other times can be learning through activities, games, movement, or other things on their own or with a sibling or with a virtual partner.
Treat Yourself with Kindness
In case you haven’t noticed, this gig is really, really hard! Remember to be kind to yourself, notice your feelings and those of your children, accept that they are normal, and treat yourself with breaks and rewards! Our basic tendencies, for better or for worse, are being unveiled right now. Our typical ways of coping and of being have been ripped out from under us (not to mention our families being at work with us!), plus the necessity for these strategies has increased tremendously. I cannot emphasize enough how challenging that is, but perhaps I don’t need to since we are all in it! And we are in it together!
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