Supporting Students at Home During a Pandemic

3/31/2020

As schools around the world close as a result of the coronavirus pandemic, families face the challenging task of transitioning to at-home learning for an estimated or indefinite period of time. Some schools are quickly pivoting to a distance learning module, as we have done at The Alexander Dawson School, while many are still figuring out how to continue educating and feeding our youth in the midst of so much uncertainty. Whether a school has the ability to provide at-home learning or not, we know our children’s routines and expectations and family life as we know it are significantly disrupted. Although some situations may present challenging behaviors, it’s important to remember all emotions are OK. Parents can incorporate the common language used in school, including Social Thinking vocabulary and the Zones of Regulation, to support children during this time.

Practicing Daily Self-Regulation

The Zones of Regulation is a concept used to foster self-regulation and emotional control. There are four color-coded zones that teach students to identify how their body and brain feel to ultimately reach independent regulation.

Some of our teachers use a combination of Google Classroom and Flipgrid to conduct morning meeting check-ins online. This allows them to continue asking important questions in a virtual setting, including, What zone are you in today? Why are you in the zone? What are you excited about with virtual learning? What challenges are you facing with virtual learning?

Students then respond by using Flipgrid to record themselves and share their thoughts and feelings. These important social-emotional check-ins help teachers determine if they need to meet one-on-one or provide additional support with assignments.

The same check-in questions can be asked at home by parents. Below are a few tips:

Be self-aware. Know yourself and how you react in difficult situations before dealing with your child’s behaviors.
Know your child’s sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.
Know your child’s triggers.
Empathize with your child and validate what they are feeling. These are interesting times.
Have clear boundaries and routines and always follow through.
Be calm. Do not deal with an angry, upset child when you are not yet calm yourself.
Discuss strategies for the next time when you are in a similar situation.
Remember to ask your child how their choices made you feel (empathy).
Praise your child for using strategies. Encourage them to take a sensory or movement break to help regulate their bodies.

Incorporating Social Thinking Language

Another way parents can help is to remind students how to get and stay in the “green go zone.” First, students practice recognizing and naming an emotion they are having (and for parents to identify possible triggers). Next, provide tools and strategies for each zone so the student can manage their emotions in a safe and friendly manner.

Thinking socially (attachment) means students are aware others either have comfortable or uncomfortable thoughts about us, which dictates behavior. For example, if the student is off task, acting silly or being disrespectful, you might ask, "What is the expected behavior?" Then, discuss what the student may need to get back into the green zone.

Tools for Families Navigating Distance Learning

In addition to social-emotional support, students transitioning to distance education may need help adjusting to learning in the home environment.

Student wellness and organization: Establish a schedule for your entire family: go to bed at the same time each night, wake up at the same time each morning, and remember that a typical school day is only six to seven hours long. Students should not work late into the evening.

It is key for students to know what is happening on a daily basis. In the classroom, teachers often have a schedule posted for students to reference and understand expectations. At home, you can provide a daily routine with blocks of time scheduled for different subjects and create a visual on paper, poster board, or a whiteboard.

Manage Time: A visual timer is a recommended tool to help students manage the time they need to focus and accomplish a task. There is a free app called "Visual Timer" or you can purchase one on Amazon (Timed Timer).

Flexible Seating: Many students are used to flexible seating options at Dawson as a great way to stay focused and engaged. Consider providing different seating options and allow your child to select the one that might work best for them during specific blocks of time.

Productive struggle is a good thing. Feeling overwhelmed is not: Practice “Courage Over Comfort” and encourage your child to take agency over their learning. However, as parents, you will need to decide if the assigned learning activities are too challenging or need differentiating. Please use your judgment to make accommodations or remove some assignments altogether.

Fidget and Sensory Tools: Be sure students have access to their preferred objects in their dedicated learning space and incorporate sensory breaks, such as deep breaths or using a sensory box, throughout the day. Use this menu for ideas.

Frequent Movement: During the school day, students often travel with their class to different spaces and activities on campus. At home, incorporate frequent opportunities for movement. Fitness activities or dance breaks can be very helpful, as students can sustain being seated for about as long as their age (e.g., if a child is six years old that is equal to six to 10 minutes of instruction or time on task). Use this menu for ideas.

Dedicated Space: Some students may need to have a separate room or space dedicated for school time where they can learn and not be distracted by other play areas or activities. Some students like to use noise-canceling headphones, while others might consider playing quiet music in the background to create an environment that is enjoyable for learning. Whether it’s one spot for all school activities or a couple of areas that can be used throughout the day, make sure they have all learning tools available to optimize their time.

Give your family the space to learn and adjust: When teachers are instructing students in the classroom, they can make on-the-spot adjustments based on student feedback and signs of distress. But when you’re assisting your child virtually, the experience does not allow for such instant feedback that helps teachers intervene, offer support, and sometimes alter lessons to meet individual needs.

Remember Challenge Success: Take the advice of Dr. Denise Pope, Dean of Stanford University's Graduate School of Education, and adopt the “PDF” mantra: Playtime, Downtime, and Family time. You’re encouraged to take much-needed brain breaks during the day and across the course of the week.

With these resources and definitions of common language, as well as practical tools and strategies for learning at home, we hope both students and parents feel equipped and supported as we navigate this unprecedented time together.

By K-8 Director Chris Estrella, Assistant Head of School Roxanne Stansbury, and Marketing Communications and Events Manager Shea Phillips

Back