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In Your Corner, Student Learning
The Danger of Another Cycle of Learning Loss
The term “learning loss” has been applied in a variety of contexts and used to describe multiple circumstances over the past months. However, the only accurate application of the term is in reference to pre-pandemic academic learning that was not reviewed, reinforced, and practiced to keep it fresh and retrievable. Of course, the loss does not have to be permanent. Past learning can be rebuilt with attention, practice, and application. Unfortunately, the time and effort necessary to restore previous learning presents an opportunity cost for new learning. Consequently, learning loss is something we want to avoid.
Sadly, we may be at risk of unintentionally creating yet another cycle of important learning loss. The learning at risk occurred in the context of the challenges and opportunities students experienced when face-to-face instruction was disrupted, and learning shifted to hybrid and virtual environments.
Our students absorbed many important lessons about learning and life over the past months. Yet, in a quest to return to normal we may be neglecting to review, reinforce, and support students to practice and build on some of this crucial learning.
Consider that as students were asked to learn at home they figured out how to use technology for more than practice and reinforcement. Technology became a crucial support for connecting, discovering, and creating experiences and knitting them into learning. Technology shifted from a “nice to have” to a crucial learning tool. How are students experiencing technology in their learning now? Are we building on what students have learned, or have we retreated to more traditional instructional practices?
The pandemic learning environment challenged students to become more independent and practice self-discipline. No longer was behavior monitored minute by minute. Progress became a more important measure of learning than the amount of time spent doing in-class activities. Failure to focus and giving in to distractions no longer carried an immediate reminder from the teacher. How are we supporting students to practice learning independence now? How are we giving students opportunities and challenges to reinforce self-discipline habits and decision-making skills?
No longer was the classroom teacher the only source of instruction and learning support. In fact, students often had many teachers, including siblings, parents, peers, online resources, and others. Learning was supported by multiple sources and included varied perspectives. If one strategy or approach did not work, students learned to turn to others for additional ideas and other sources of experience. How are we supporting students to seek out and benefit from instruction beyond our own and learn from insights and experiences that are not presented via professionally prepared lessons?
Learning in virtual and hybrid environments reduced the separation between academic learning and life. Boundaries between formal learning time and the rest of the day often blurred. Some learners discovered that strategies on which they relied for out-of-school learning also were effective for academic learning. Figuring out when to separate formal learning and when to blend learning with other activities was an important lesson, potentially with lifelong implications. How are we supporting students to integrate academic learning and life now? What are we doing to help students find a healthy and sustainable balance between formal learning and other life activities?
Of course, living and learning during the pandemic taught the importance of connecting, supporting, and taking care of each other. The pandemic was experienced as a common challenge and invited a shared response to a shared threat. Competition often faded into the background with the realization that “we are all in this together.” Supporting each other was important for everyone’s well-being. Are we nurturing an environment of caring and support with our students? Are we coaching students to support, collaborate, and share as they are learning? How are we helping students to keep competition in perspective and respond to it in a healthy manner?
It is true that some aspects of academic learning may not have been regularly and robustly reinforced during the pandemic and were temporarily lost. However, with review, practice, and meaningful application most if not all of that learning can be recovered. The good news is that the same is true for the learning and life skills gained during the pandemic. We can review, reinforce, and build on these skills and avoid having them become lost learning. When we do, we not only communicate recognition and respect for their learning, we also build on skills that will serve our students for life.
Communication, In Your Corner
Conquer the Greatest Enemy of Productive Communication: Fear
Communication is the glue that forms and sustains relationships. Communication allows us to address conflicts and engage in collaboration. Communication helps us to make connections and share understanding. Communication helps us to understand and resolve our most vexing problems. To say that communication is the “grease” that keeps our families, communities, and society functioning is not an exaggeration.
Yet, communication is not necessarily easy. Despite good intentions, our attempts to communicate can lead to confusion and misunderstanding. Intended messages can be lost in emotion and assumptions. In fact, longstanding feuds have emerged and even wars have been fought because of poor communication.
While there are many factors that contribute to effective communication, it has one near universal enemy: fear. When we are fearful, we can find it difficult to listen well. We can make assumptions that interfere with understanding. We can jump to conclusions before the message is even fully delivered. Fear can lead us to plan unwarranted counter attacks and accusations and make conflict even worse.
While we may not always be able to eliminate the presence of fear in difficult conversations, there are steps we can take to account for its presence, lessen its impact, and increase the effectiveness of our communication. When we face the prospect of having an important, but potentially contentious conversation, we can use a four-step plan to reduce and counter the presence of fear.
First, we can recognize the presence of our fear. When we are fearful about what may lie ahead in a difficult conversation, we can become rigid in our approach and blaming in our message. Rather than planning arguments and counters to what we fear, we can start by reflecting on what is causing it. Once we understand why we are anxious we can ask ourselves questions such as, “What is the worst that can happen?” “What am I trying to accomplish?” And “How can I avoid having my fear get in the way?” Often simply recognizing our fear and its source can lessen our anxiety and reveal ways to avoid having it compromise our communication. Fear tends to lose its power when it is examined and measured.
Second, we can think about the conversation from the perspective of the other person or persons who will be involved in the conversation. What fears will they likely be experiencing? How might their fears interfere with their ability to listen and accept messages we want to communicate? When we gain an understanding of the perspective of others, we also can adjust our approach to take their fears into account and address them in our conversation.
Third, when we feel we have a reasonable grasp of our fears and the fears the other person might be experiencing, we can develop “talking points” to help us stay focused and not allow our anxiety and fear get in the way. Some people feel more comfortable with a full script for starting the conversation. However, we need to be careful not to have the conversation become stilted and sound as though it is a script. We might start the conversation by providing reassurance about our motivation and intention. For example, we might say, “I know that this is a difficult situation and I want to help.” “I care about you and our relationship and I want to find a way to resolve this issue without damaging our friendship/relationship.” And “I suspect that you may be feeling overwhelmed right now, but I am confident that we can find some ways to make this situation manageable.”
Fourth, as the conversation unfolds, we can listen for the presence of fears we had not anticipated. We need to be ready to provide reassurance and explore ways to avoid having these unanticipated fears get in the way of a productive exchange. Sometimes we may even need to ask for help from the other person to find a way to address their assumptions and perceptions. Importantly, our commitment to address the concerns of the other person can lead to greater shared commitment and courage to find solutions that otherwise would not have been possible.
Of course, difficult conversations may still require us to address uncomfortable and awkward subjects. However, unless we recognize the role and impact of fear, we may never be able to reach the level of communication necessary for shared understanding and resolution.
In Your Corner, Thinking Frames
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In Your Corner, Leadership and Change Management
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When students are learning something that will empower or enable them to apply what they learn, attention is much easier to sustain.
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