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In Your Corner, Student Learning
Four Tune-Up Tools for Pandemic Learning
The challenge to keep learning moving forward during the disruption and distractions of the pandemic is obvious and significant. Many teachers and students find themselves swinging back and forth among in-person, remote, and some combination of the two teaching and learning contexts. Quarantines, isolation, distancing and other inconveniences can make building and sustaining momentum for learning a Herculean task.
Students often struggle to stay engaged and motivated. Teachers compete for the attention and learning commitment of students whose lives are not what they used to be and may be filled with uncertainty, disappointment, and isolation.
The challenge is obvious. Yet, we remain responsible for continuing to nurture learning despite the setbacks and distractions surrounding the process. Even more disheartening can be the reality that many of the routines, processes, and procedures on which we relied in the past no longer deliver what we expect.
Students typically want to learn, and we are no less committed to seeing that learning occurs. The key question is: How can we “tune-up” our instruction, much like an automobile engine, to make learning smoother and outcomes more predictable and satisfying for everyone?
There are four tune-up tools we can employ daily to reduce our frustration and increase the learning success of our students. First, consider connection before content. Rather than assuming students will engage and commit to the learning we are asking of them, we can take time to help students see how the content and skills we are presenting can connect for them. The connection might be prior learning. It might be something that interests them. Or, it might connect to some other aspect of their learning and lives that is important. This step can be the “spark plug” to get learning started smoothly.
Second, begin learning where the learner is. We might wish that our students were further along given the time of year, the pacing guide, or even the amount of content we want to cover. However, when students begin new learning that builds on what they already know and utilizes current knowledge and skills as a foundation for what comes next, the transition becomes much smoother and more successful. We might choose to press forward with instruction that is beyond the readiness of our students, but when we do, we can expect learning to frequently “misfire.”
Third, accept that during times like these, less can be more. Choosing to expose students to content and skills and move forward before learning is complete is likely a mistake. Rather, now is a time for focusing on essential content and skills and ensuring the learning is fully “grounded.” We may need to let go of some learning “accessories” to maximize the power and impact of the learning core. Supplemental information and “nice to have” skills may have been realistic in a stable, non-pandemic context, but they can be an unaffordable luxury right now. If we are certain that students grasp key information and core skills now, less essential content can be added later.
Fourth, focus on progress over perfection. Obviously, we want students to perform perfectly in every aspect of their learning and ourselves to perform perfectly in our instruction. Yet, we face conditions where perfection may not be immediately attainable. Rather, this is a time to focus on and celebrate the progress students are making and take pride in the learning and skill growth we see in ourselves, despite the challenges we face. Success only comes after meaningful progress is achieved. By focusing on aligning processes, marking progress, and remaining focused we can avoid “power drain” and grow momentum that can generate outcomes to which we are committed.
Of course, the complexity of teaching and learning far exceeds the complexity of an automobile engine. Yet, our efforts to “tune-up” learning processes and align our instructional efforts can lead to equally rewarding outcomes.
In Your Corner, Thinking Frames
The Crucial Connection Between Hope and Toughness
During difficult times, hope can be a powerful force. History is filled with stories of people who held on to hope when they faced circumstances that were incredibly dark and filled with seemingly unmeetable challenges. We might recall the years Nelson Mandela spent in prison and the difficulties faced by survivors of concentration camps. We hear of people lost in dangerous weather or injured in remote locations who find a way to survive against incredible odds. Each of these stories have a common theme: Hope was a driving factor to continue to persist and struggle, even when there seemed little reason for optimism.
Certainly, we are facing difficult times now. This has been a bewildering year. The pandemic has upended our lives. Political events and conflicts have led to disappointment and confusion. Lack of progress on important social issues has been disheartening. Our professional lives have been disrupted and learning opportunities for our students have been compromised.
Hope may seem to be in short supply. Yet, hope is what we need to carry us through. It is hope that can give us the strength and courage to press on, find new answers, and build a future worthy of our past.
Yet, hope is not blind optimism. Optimism alone can lead to pipe dreams and wishful thinking that can easily be dashed by reality. We need to be able to face reality without becoming overwhelmed by it.
The good news is that hope comes from within and is not driven by external circumstances. In fact, hope gives us the ability to face and overcome the circumstances and difficulties we experience. Hope gives us a sense of control in response to adverse circumstances and difficult challenges. Hope does not mean waiting for a superhero to save us or a silver bullet solution. Hope is a serious weapon for serious times.
So, how can we generate and embrace hope during times like these? We can start by reflecting on and examining what matters most to us. What gives us a sense of purpose? What provides us with meaning and direction for our energy and efforts? What will bring joy, satisfaction, and contentment? The answers to these questions can tell us where to focus and find hope.
We also need to answer for ourselves how our focus and commitment will make us a better person and improve the lives of those around us. Research shows that when our hope is centered on making our lives better and improving the lives others, we are more likely to remain committed and hopeful in the face of challenges and disappointment than when we focus solely on ourselves.
Further, living and sustaining hope driven by purpose requires a positive attitude, a specific plan, a clear vision, and the discipline to work toward it. Hope is kept alive by what we do each day. We need to be specific about the actions we will take every day to move forward. The more specific we are, the more likely we will follow through and develop behavioral patterns and habits that will sustain us. The clearer our goals, the more likely we will achieve them. Of course, choosing to have a positive, action-oriented attitude can help carry us through days that try our patience and tempt us to despair.
Hope is not for weaklings and “fraidy cats.” Hope asks us to be tough, resilient, and focused. Hope is within our control. It is not determined by circumstances or the actions of others. We can make it through difficult times and serious challenges if we choose to hope, remain focused, and are courageous. The good news is that hope leads us to a meaningful life, a sense of control, and pride in who we are and what we have accomplished.
In Your Corner, Student Learning
In Your Corner, Student Learning
In Your Corner, Leadership and Change Management, Teacher Learning
In Your Corner, Student Learning
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Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
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