Social-emotional Learning

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With next year’s school schedule still very much up in the air, students around the United States are left with many “what ifs.” Combine this notion with the fact that many states are seeing a major resurgence of COVID-19 cases, and we’ll undoubtedly notice a sense of unease among young people.

 

The social-emotional impact of stressful times is something with which school counselors and psychologists are well-equipped to deal. However, these necessary services do not prove to be as effective when staff and students are working remotely. Because of this, parents are left, not only with the unknowns we’re all dealing with, but also with the task of meeting children’s social-emotional needs at home.

 

The school’s role

We often think of academic subject areas when discussing what students are learning in schools. However, beyond chemistry, English, world history, etc., schools also work to ensure that students learn social-emotional skills. Schools offer counselling programs, after-school activities, peer groups, family resources, testing and referrals, and many other resources to help students thrive socially and emotionally, as well as academically. Aside from these programs that are specifically targeting social-emotional welfare, school is an inherently social microcosm, one in which students are constantly and subconsciously adapting, reasoning, exploring, considering, and evolving. In this sense, school acts as a major contributor to one’s social-emotional well-being.

 

Stress and anxiety impede learning; counteract it with these strategies:

  • Parents can help children learn to deflect their nervous energy and anxiety by considering others. Ask kids, “Who needs more help than you do? And how can we help that person or persons?” These questions directly prompt children to check their own worries at the door and to look outside themselves in order to help others. This practice enables students to not only practice perspective-taking, but also encourage empathy—a central social-emotional skill.
  • In focusing on others in need, several things occur. First, these conversations allow families to take proactive steps to assist in the community. Also, a child’s own concerns are somewhat alleviated when they focus on someone else’s well being. Finally, by helping others, children and teens inadvertently gain their own new coping skills and strategies. Seeing resilience in others is an inspiration and benefit to all.
  • Another strategy that comes on the heels of helping others is to consider what actions kids can personally take to better their own current situation. In thinking like this, children take an active role in their stress or anxiety—they are no longer passively allowing the struggles to overwhelm them without doing anything about it. Kids need to understand that, while stress is caused by external or uncontrollable factors, it is an internal response—one that can be regulated with practice.
  • Parents can also help children build social-emotional skills by finding and reading texts that contain characters who are battling similar struggles. Whether fiction or nonfiction, texts have the unique ability to engage and instruct at the same time. When children see a character’s struggle, especially one that is similar to their own, they begin to see their situation from a different lens. They also get the opportunity to learn how the character or characters dealt with the problem and adjust accordingly. Literature also works to show children how their actions and decisions can directly affect others. Reading promotes this higher level of social-emotional thinking.

 

Finally, a common practice used in school counseling departments is journaling or photojournalism. The practice of freely expressing one’s thoughts is not only therapeutic; it also helps children to center their thoughts, focus on the now, and reconcile their emotions in writing. Experts also discuss how the journal entries or photos of their experiences act as an archived collection of challenges and obstacles that they’ve overcome. By looking back or rereading journal entries, kids automatically reflect on their experiences with a new, more clear perspective.

Financial Literacy

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The teenage years are often marked by an increased desire for independence, which typically means the beginning of financial decision making and thus greater responsibilities. Finance talk is not typically number one on the list of priority chats for parents to have with their kids—there are often more pressing issues happening among today’s teens.  However, truth be told, many of today’s millennial adults would have benefited greatly from a crash course in financial literacy prior to fleeing the nest. Car payments, student loans, interest rates, and budgeting strategies come down hard all at once, and many young adults find themselves drowning in debt before they have even established their full-time career goals. As a sign of the times, instructional stepping stones for financial literacy for middle and high schoolers are now part of many school curriculums. However, parents can also play a critical role in preparing their kids for financial freedom and teaching the important management skills that come with those responsibilities.

 

    1. Begin financial conversations by discussing wants vs. needs vs. assets. In order to use money responsibly, kids need to know how to clearly distinguish and prioritize needs over wants—and then budget appropriately. For instance, they might want to go to a baseball game later this month, but they absolutely need to put gas in their car first and foremost. Also, in conversations about preparing for college, parents should explain that education is an asset; yes, higher education is expensive, but it’s something of value that they will use throughout their entire career. The expectation is that they will get a return and eventually earn substantially more than what was originally spent on tuition.
    2. Talk about the key aspects of a budget and how to stick to it. Parents should encourage teens to set up a budget and track their spending habits. Whether they are earning an allowance, babysitting on weekends, or working a part time job, the first step for setting up a budget is to estimate their monthly income. Then, help teens categorize spending, starting with “needs” or necessary bills. Remaining money in the monthly budget should be considered for two additional categories—savings and “fun money.” If necessary, browse the best apps for easy budgeting so teens can manage and monitor their spending from their phones.
    3. To curb extraneous purchases or frivolous spending, put things into perspective. If a teen is raving about a new outfit that she wants for the school dance, ask her what she’ll be sacrificing for that outfit. Can she still buy a dance ticket after buying the outfit? Will she be able to join her friends after the dance to get a late night bite? Did she factor in the fact that she won’t be earning babysitting money on the night of the dance? How could this one outfit throw a wrench into her monthly budget? It’s not easy to say no to something that is truly desired, but putting things into perspective can help teens make smarter spending decisions. That outfit might be the equivalent of an entire week of work—is it really worth it?
    4. Don’t waver if teens blow their budget. It’s much easier to give in if teens need a few extra bucks here and there. However, financial responsibility is lost when parents bail out their kids anytime they need more money. Teens need to learn from their errors so that next time they are able to make better financial decisions.

 

Diversity and Summer Learning

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Research finds that diverse environments are greatly beneficial to students for many reasons. Experiencing diversity allows us to expand our worldview by seeing, hearing, and working alongside people from different backgrounds. Everyone we meet has a different story. Therefore, the more people, cultures, lifestyles and differences we encounter, the more enriched our own lives become. Diversity encourages creativity and innovative thinking as well. Because a diverse learning environment promotes others’ perspectives, students become better thinkers and problem solvers simply by collaborating with people from various backgrounds.

 

With schools currently out of session, young learners may not be confronted with diverse experiences. However, there are activities and resources for parents to utilize that encourage children to explore the world outside of themselves. Here are a few ideas of how to incorporate diversity into your summer learning activities.

 

“Read Across America”

Originally created by the National Education Association to encourage literacy while celebrating  the legacy of renowned storyteller Dr. Seuss, Read Across America has morphed into a year-long celebration of enriching young peoples’ lives through literature. The initiative encourages readers to dive into books that introduce characters from all over the country, which enables children to explore American culture in its many forms.

 

There are countless lists of recommended books for any reading level available online, but parents may want to curate their own list to ensure that children are discovering unfamiliar cultures, underrepresented communities, and unsung heroes across the United States.

 

Online Exhibits

Covid-19 has certainly thrown a wrench into many summer plans and activities. Museums, however, have done a wonderful job of creating digital exhibits and online experiences for learners of all ages. One great way to learn about other cultures is by exploring their origins.

 

  • Teens can explore the vast history of WWII and Jewish culture by “touring” the United States Holocaust Memorial Museum.
  • The National Museum of Natural History allows explorers to tour every exhibit, room by room.
  • The National Women’s History Museum provides online exhibitions, as well as oral histories of notable women throughout history.
  • The National Museum of African American History and Culture provides interactive guides and resources for visitors to digitally explore the countless artifacts, historical moments, personal histories, and much, much more.
  • The National Museum of the American Indian also allows visitors to take a look at the true story of Pocohontas, view tribal wear and hundreds of artifacts, listen to firsthand accounts of the Native American experience, and explore plenty of other historical moments before the United States was established.

 

Celebrate the Arts

Exploring and celebrating diverse cultures means experiencing other communities on many different levels—from art, music, dance, to food and more! An easy way to introduce children to other parts of the world is by bringing their traditions into your home. Consider using one night per week to “taste your way” through an unfamiliar part of the world.

 

As a family, you can research traditional ingredients and methods of cooking, learn about the type of clothing children typically wear to school or at home, read up on the various utensils and table settings, and listen to traditional or popular music. Another idea is to have children select a country on a world map and have them be the experts of that country. The best way to test your knowledge of something is by teaching someone else! Help them with the initial exploration by providing guiding questions such as:

 

  • What do children from this area or community do for school lunch?
  • What is a typical “birthday treat” in this city or community?
  • What type of music is played at a family celebration?
  • What produce is native to this area? How do they prepare it?
  • What similarities/differences do you notice between your favorite American foods and their customary cuisine?

 

During this time when physical travel is limited, make it a point to experience the world with your children through reading, research, and new recipes!

 

Keeping it Campy at Home

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A recent realization is coming down hard on many families right now as we move into the summer months—cancelled summer camps and other beloved outdoor activities. Due to the Covid-19 pandemic, many organizations have been forced to postpone or cancel their summer programs and events. Besides deposits, schedule changes, and other logistical obstacles, families are now left to improvise for children who have been left disappointed by these cancelled programs. Despite the fact that camps, at least in the traditional sense, won’t be happening this summer, families do not have to forego all of the activities and traditions. Below are ideas for bringing camp activities and traditions back with an at-home spin!

 

Ask for ideas

Before setting out to plan for summer camp at home, ask your kids about their favorite parts of camp. Which activities do they prefer? How do they typically spend the day? How much adult involvement do they expect? What props, supplies, or materials will they need for their activities? By asking these questions, parents can plan for activities that will truly engage children in a meaningful way. Answers to these questions will also help parents to get an idea of the vibe or type of camp that is most relevant. For instance, a soccer camp is going to be much different from a wilderness-style camp.

 

Provide a schedule

Creating structure will make the at-home camp experience feel more authentic. Since all camps, from sleepaway camps to sports-focused day camps, provide a level of structure and consistency, an outline of activities for the day or week will elevate the in-home camp experience. Parents can sketch out the week’s activities or a daily schedule on a white board or take it to the next step by printing a camp “brochure” for each camper.  Below is a sample idea for a daily camp schedule–with typical camp protocols included:

 

Time  Activity Dress
8:00-8:30

 

*Change into active wear after bfast & apply sunscreen

 Breakfast in mess hall (kitchen) *Bunk must be made prior to meal Pajamas
9:00-10:30 Neighborhood scavenger hunt Sneakers; athletic clothes
10:30-11:30 Indoor/Outdoor game time

*Choice of frisbee, cornhole, boardgame, hopscotch/jump rope challenge

 Sneakers; athletic clothes
11:30-12:30 Lunch in mess hall (kitchen)

*Must wash hands prior to meal; clean up dishes after meal
12:30-2:30

 

*Reapply sunscreen after quiet time

 Quiet time activities

*Choice of craft, baking, screen time, reading, coloring, puzzle, movie

 Comfy clothes
2:30-3:30 Water time

*Choice of water balloon toss, sprinkler time, slip n’ slide, pool or water table, squirt gun fight

 Swimsuit; towel
3:30-4:00 Snack time Dry clothes
4:00-5:30 Backyard obstacle course Sneakers; athletic clothes
6:00-7:00 Family dinner in mess hall (kitchen) *Must wash hands prior to meal; rotating schedule of campers setting the table Apron for kitchen helper
7:00-7:30

*Apply bug spray

 Stack firewood/gather kindling for campfire
7:30-9:00 Campfire s’mores; spooky stories; star gazing Sweatshirts (possibly)

 

Of course, activities and times will vary depending on camper preferences and family schedules, but this sample provides a simple outline for parents to structure their at-home camp. This will require a bit of preparation and planning, but once the plan is in place and materials are gathered, older children (7+ years) could ideally run the activities themselves.

Another option is to share the schedule with other families in the neighborhood so that each house can get in on the fun. This also allows parents to divvy up the work, kind of like a progressive dinner, but with camp activities. An important consideration if hosting for the neighborhood—TRIPLE CHECK with parents about any allergies, food restrictions, medications needed (epi-pen), or health concerns that might impact a camper’s participation in outdoor/physical activities.

Zoom Fatigue Part II

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Thanks to quarantining and social distancing, we now have a new term to describe the effects of continuous online interaction. Zoom fatigue, as we discussed in part I of this series, is a very real condition, despite its silly name. With nearly 100% of teaching and learning now occurring primarily on online platforms, such as Zoom, the fatigue associated with these digital conferencing tools has become an important consideration for children, parents, and educators alike.

 

How to combat Zoom fatigue

  • If possible, limit Zoom meetings to 1-2 per day. If parents are finding that their children are attending Zoom meetings consistently throughout the day, it’s time to step in. As a guideline, teachers have been instructed to provide 1-2 hours of “live instruction,” aka Zoom meetings consisting of instructional content, per week. This means that I personally am “live teaching” for two, 30-minute sessions per week. If teachers follow this expectation, students will be spending more time with hands-on, experiential learning as suggested, and less time honed in on a screen or video chat.
  • Parents who notice that Zoom meetings are occurring back-to-back or for prolonged periods of time should reach out directly to teachers and copy administration if necessary.
  • Parents can also suggest that their child only spend as much time as necessary in the Zoom meeting to gain clarity, ask questions, and receive feedback.
  • Similarly, teachers should set the expectation that Zoom participation, while strongly encouraged, is not required for the entire session. This means that students should feel comfortable signing in and logging out as they please.
  • A good suggestion for teachers to make every so often during a Zoom meeting is to remind students that, if they don’t have any questions about the assignment or content being discussed, they shouldn’t feel as though they have to stay in the Zoom meeting. Keeping things fluid allows students to advocate for their needs, while ensuring that time on digital platforms is minimized when possible.
  • To spur engagement during Zoom instruction, teachers should suggest that students take free-flowing, unstructured notes while the teacher is reviewing material or answering questions. These notes, in the form of free writing, have several benefits:
    • Note-taking ensures that students are actively listening and grasping important concepts.
    • Note-taking also helps solidify important information into memory.
    • Students are able to hold themselves accountable with their notes; if the page is bare, they know that they weren’t paying attention.
    • Jotting down rough thoughts or questions during an instructional session allows students to keep track of questions that they want to ask or concepts that require more clarity.

Teachers and tutors can also encourage engagement by enlisting an old classroom technique—random calling. Just as we would in the classroom, teachers can reach out for student comments and responses throughout the session to keep students on their toes and to check for understanding. Teachers should be sure to provide wait time for student answers and then open the question up to the group if a student falls silent. The point of random calling is to get and hold students’ attention, not to embarrass anyone or put them on the spot with a tricky question.

Zoom Fatigue

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Distance learning is now the norm, at least for the remainder of this school year and for summer school. Now that many students, teachers, and communities have somewhat adapted to this “new normal,” we find ourselves engaging with screens and virtual platforms much more than we would have ever anticipated. Cue the new symptom or side effect of our post-pandemic circumstances—Zoom fatigue.

 

How is this real?

While it may sound melodramatic, this new form of lethargy can be scientifically explained. Zoom fatigue, as experts are calling it, happens when our day-to-day communications, whether they be for work, learning, or leisure, exist primarily in front of a screen and/or camera. These extended conversations and engagements on screen may seem like a passive form of communication. However, video chats, no matter what the purpose, involve much more than simply sitting in front of the screen.

 

What causes the fatigue?

Believe it or not, the “face time” can become exhausting. Consider this: In normal social settings and conversations, we do not maintain 100% front-facing, continuous eye contact. As social beings, even when attending a lecture or work conference, we have a tendency to glance around, examine the surroundings, check in and out of the speaker’s presence, whisper to our neighbor for clarification, take notes, etc. We are actively engaged and listening attentively, even when our gaze is elsewhere.

 

However, with Zoom and other video conferencing platforms, the camera holds our gaze captive. Participants, with a desire to appear 100% engaged, overcompensate while on camera. Am I sitting up straight? Was that a joke? Should I be laughing? Can people see my half-eaten lunch? Are my kids screaming in the background? 

 

Furthermore, since we are able to see ourselves during these calls, we become acutely aware of where we are looking, how we are looking, and how others are seeing us. It becomes a very inorganic way of communicating that consumes us with this idea that we are broadcasting ourselves in some sense. It is no different for students, either.

 

In addition to the overwhelming sense of engagement that kids might feel compelled to present, Zoom fatigue is also caused by the multi-tasking nature that the platform affords. While semi-focusing on the teacher’s explanation or instructions, students are likely scrolling through email, responding to texts, chatting in the Zoom chat, eating a snack, and/or listening to the television in the background. This level of stimuli makes it nearly impossible for kids to be active listeners. They may be sitting in the camera frame, but their minds are elsewhere. This is especially the case when Zoom meetings run long or when students sit through multiple Zoom calls throughout the day.

Because of the tendency for students and teachers to experience Zoom fatigue while attempting instruction and learning, its use requires a bit of strategizing in order to ensure full engagement. So what are we to do? Check out part II, where we will discuss strategies for warding off Zoom fatigue. We will also provide instructors and tutors with tips for checking for and maintaining engagement throughout classes and tutoring sessions.

Self-care for Children

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There has been a great deal of talk about the importance of self-care. The COVID-19 pandemic has created a great deal of stress, worry, and unease for all of us. What we don’t hear enough about, however, is how crucial self-care can be for children’s well-being. During this time that adults need to preserve their own mental health and well-being, they must also tend to their children who require the same, if not more, self-care. Like general hygiene routines, children must be instructed on how to take care of themselves—this includes emotional care, too!

 

Youngsters may initially find it difficult to actually place their feelings into a category. This is especially true in the heat of the moment. Instead of clearly articulating their feelings, kids may just lash out, cry, or shut down. When this happens, parents typically scurry to diffuse the situation quickly—rightfully so—rather than attempting an in-depth conversation about recognizing feelings before they erupt. Yet there are proactive measures that can be taken. To ease future emotional moments, try the following:

 

  • Parents can help little ones recognize and verbalize their feelings by explaining the difference between a situation that might make one angry versus scared or upset.
  • Use scenarios that relate to your child’s age and interests and speak about these experiences hypothetically. Use the word “pretend” as your term to signify each scenario as strictly practice for identifying future feelings/emotions.
  • For children that have specific social needs, visuals are helpful when teaching and discussing abstract concepts such as frustration, loneliness, etc. Consider using cartoons or emojis to help children visualize and conceptualize scenarios with particular emotions and facial expressions.
  • Parents can also encourage kids to clarify the level of emotion that they are experiencing with a rating scale of some sort. For instance, a “1” would indicate a mild level of joy, anger, sorrow, etc., while a “5” would signify an extreme level of feelings.
  • As kids get older, parents can encourage more advanced forms of expression, such as journaling, drawing, painting, photography, meditating, etc.
  • For many kids, expressing and expelling pent up emotions comes with physical activities. When children are struggling with stress, frustration, anger, etc., parents can prompt activities such as jogging, roller blading, juggling a soccer ball, kickboxing, dancing, golf, and any other sport or physical activity to release energy, center one’s focus, and mediate aggression.

 

In addition to recognizing emotional triggers, part of self-care involves removal from situations that could be emotionally toxic. Like all social-emotional skills, this comes with practice. For children, it can be especially difficult to speak up and advocate for themselves when they need a break or a breather, but this can be greatly beneficial for mental health and well-being.

 

Therefore, in addition to recognizing one’s feelings, parents will want to encourage children to speak up when they are reaching the emotional threshold. Strategies could include:

 

  • Asking teachers or other adults for a “brain break” when frustration hits. This could be as simple as taking a short walk in the hallway or getting a sip of water to cool down.
  • Creating a hand signal or code word for children who are hesitant to voice their feelings. When kids say this word or give the specific signal, parents know then that he/she needs a moment to himself.
  • Explaining to children that everyone, no matter how social or friendly they are, needs a break from the crowd sometimes. Make them feel comfortable taking that time for themselves to calm down, collect their thoughts, or just be alone for a moment.
  • Similarly, in times of stress, children can find comfort in positive self-talk. But again, this is a learned practice—parents will want to model positive self-talk to demonstrate how it works. If a child is feeling anxious about a competition or test, practice soothing self-talk strategies to boost confidence and lower anxiety. Silent mantras such as, “You will do your best!” “You worked really hard for this!” “Everyone is already proud of your accomplishments!” go a long way when pepping children up.

Distance Learning with Multiple Children at Home

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Distance learning is tedious enough. Between the emails, Zoom meetings, various portals teachers utilize, and workloads from each class, juggling at-home learning during this new “virtual school day” can be a tall order. Even more difficult, though, is this juggling act when there is more than one school-aged child in the home. How can parents possibly manage distance learning for two or more kids? Obviously, this is new territory for everyone. To ease the stress and confusion, we’ve compiled suggestions and strategies to assist families who are learning at home with multiple school-aged children.

 

Designated work areas

One major hurdle when it comes to remote teaching and learning is organization. It should come as no shock that organizing a learning space is paramount to ensuring continuity of learning now that the usual classroom routines and structures have been thrown out the window. Students need to have a designated quiet place to focus, read, correspond, and create. While this seems obvious, many families are struggling to get children to focus on their remote classwork simply because the environment is not conducive for concentration. While the kitchen counter or a child’s bedroom may have previously been the homework area of choice, times have certainly changed—we’re no longer talking about rushed homework tasks in between soccer practice and dinner time.

 

If teachers and parents expect children to sit and focus for an extended amount of time, they need to provide a comfortable space, free of distractions. When siblings are working in close proximity, distractions are bound to emerge. Therefore, it is important that each child has his or her own private work space, equipped with comfortable seating, a laptop or other device, necessary school materials, and some form of desk or surface on which to work. If space is an issue, parents should consider lap desks as an alternative to bulky furniture desks.

 

Headphones 

Headphones are a true lifesaver when it comes to remote learning. Since many teachers are utilizing Zoom calls and other video tools to conduct teaching and learning, students would benefit from noise-cancelling headphones that allow them to focus solely on the instruction. Headphones also spare other house members the headache of trying to block out the instructional videos and video chats.

 

Individual check-in times

Many parents are finding that, on top of their own jobs working from home, they have now suddenly become homeschool teachers of multiple grades levels and content areas—as if everyone doesn’t have enough to deal with right now! To avoid being stretched too thin, parents should consider designating certain time(s) of the day for each child to check-in, seek help, review work, etc. Limit this form of “parental assistance” to a half hour per child if possible. If parents find that a child needs more support, they should communicate with the school and specific teachers about classes and assignments that are becoming unmanageable. To stick to the 30-minute check-in period, children should be encouraged to jot down their necessary questions ahead of time and be prepared to articulate where and how they need assistance. Set a timer so that children know that they are “on the clock” for only a specific amount of time. Whatever questions or issues that they are still having after check-in time has expired should be directed to their teacher.

 

Coordinate brain breaks and snack times

With multiple kids in the house, coordination is key to productive distance learning. Depending on each child’s age and learning needs, siblings may need more or less time for movement, screen-free learning, “brain breaks,” etc. As much as possible, try to establish universal times throughout the day when children break from learning to keep motivation, focus, and energy levels up and running.

 

It is important to move, converse, socialize, play, and create throughout the day to interrupt the monotony of virtual learning; however, if one child is playing outside while the other is concentrating on school work, parents may want to rethink the learning schedule. Allowing simultaneous break times ensures that kids aren’t being distracted by siblings during work sessions. There is no jealousy or “unfairness” factor if siblings are getting a break at the same time. Be consistent with breaks as much as possible; use a timer if necessary to set limits for learning versus playing.

The Juggling Act: Executive Functioning Help

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One of the more common stressors that parents and students are experiencing with the new distance learning initiatives involves organization. Since students are no longer getting daily, face-to-face instruction, and academic and behavioral supports are likely inconsistent, many executive functioning skills that students would typically acquire and practice in school have been left by the wayside. To add insult to injury, at-home learning, as we’ve begun to realize, requires a great deal of time management, organization, flexibility, task initiation, prioritizing, and self-monitoring on behalf of the student. It is as though we have suddenly removed the training wheels and encouraged students to try mountain biking!

With rotating schedules, office hours, Zoom meetings, email check-ins, daily assignments, and weekly tasks for each subject area, not to mention that these are posted to various online platforms, it is no wonder that parents and students are feeling the stress of juggling so many components. There are strategies, however, that parents and children can begin to employ to help ease the stress and flex their executive functioning muscles!

 

  • Write out a clear, color-coded weekly schedule and post it where all members of the household can view it. Below is a sample for what an elementary or middle school weekly schedule might look like:

 

Monday/Wed AM
  • Review all course announcements, posts, updates (15 mins)
  • Write due dates for each subject area in agenda book (10 mins)
  • Daily reading assignment (20 mins)
PM
  • Zoom/office hours for English & Math (50 mins)
  • Independent work time (60 mins)
  • Review HW and email questions to yourself to ask during next office hours (30 mins)
Tuesday/Thurs AM
  • Check email (10 mins)
  • Daily reading assignment (20 mins)
  • Independent work time (60 mins; use agenda to prioritize)
PM
  • Zoom/office hours for Science & History (50 mins)
  • Check agenda for upcoming HW/tasks (10 mins)
  • Independent work time (30 mins)
  • Art, music, language, leisure activity (30 mins)

 

Friday AM
  • Review completed work; submit anything due (15 mins)
  • Daily reading assignment (20 mins)
  • Check email (10 mins)
PM
  • Zoom with study buddy (30 mins)
  • Independent work time (60 mins)
  • Organize materials for next week (20 mins)

 

  • To help with the initial creation of the schedule, parents should reach out to teachers about the approximate time that their child should be working on the course content per day. Of course, this will vary from time to time; however, the key to building a routine is to set the expectations and stick to them. This includes expected timelines for working during the day.
  • If parents believe that their child is spending too much time in front of a screen or is struggling to complete work in a reasonable amount of time, they should reach out to the content teacher.
  • Another important detail that parents and students will find helpful is to jot down where each course will be posting their updates and materials. Since some teachers are using Canvas or MyMCPS, while others are using Google Classroom or Padlet, simply finding the work can become a task in itself. To stay sane, keep a running post-it note inside the child’s agenda book or on the back of the weekly schedule. On the post-it should be each teacher’s name, course, preferred platform for instruction, and email address.
  • In addition to the post-it cheat sheet for finding materials, parents can help ease transition times between activities by bookmarking crucial websites with their kids.
  • To help with time management and prioritizing work, at the start of each week parents should encourage children to consider which tasks will be most difficult and/or time consuming. This allows students to begin to see how prior planning can help alleviate unnecessary stress from procrastination or task-avoidance.
  • By writing tasks and due dates in an agenda book, students are enacting executive functioning skills on several different levels. First, the act of writing out each assignment helps to solidify the information into one’s working memory. Secondly, the visual schedule of due dates helps students anticipate priorities and plan appropriately. Finally, when finished with a task, students should check off or cross out the completed assignment. This becomes a satisfying method for self-monitoring one’s progress throughout the week.

 

 

 

 

 

 

 

 

 

 

 

Uncertainty & Anxiety—LE Discusses Solutions

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Uncertainty & Anxiety—LE Discusses Solutions

 

In addition to our own concerns, which include everything from our family’s health to the unstable economy, experts agree that children and teens are in an exceptionally vulnerable position where anxiety may arise and/or become exacerbated. This is a frightening notion for parents, and understandably so. To combat any anxious tendencies, families must first be aware of the potential for these feelings to emerge. In recognizing increased levels of stress and anxiety in kids, it is paramount that we first acknowledge and then talk through the issues at hand.

 

One important thing for parents to remember is that, once children begin to reach adolescence, their preferred soundboards shift from parents and guardians to their peers. Instead of relying on mom and dad for advice and support, kids tend to lean more on their close friends when dealing with issues. Of course, this only makes sense, due to the fact that our peers are the ones immersed in the daily strife and are experiencing the same or similar events from a familiar vantage point.

 

The teenage years are partly marked by the bonds and camaraderie that develop among peer groups. Therefore, the sudden and swift separation from those peer groups that Covid-19 has caused leaves adolescents feeling exceptionally vulnerable and lonely. Yes, technology allows for consistent contact for socializing—and today’s generation of teens is as savvy as ever. However, FaceTime, DM’s, and Zoom calls do not automatically fulfill the need and desire for close, face-to-face interactions and conversations with peers. Furthermore, the social sphere, whether that’s elementary, middle, or high school, has temporarily vanished, leaving kids suddenly yearning for their routines, daily interactions, typical schedules, and structures.

 

To help put anxious minds at ease, parents should be prepared to have several conversations:

  • Be aware of and acknowledge that the current situation is uncomfortable and unnerving. Kids need to feel validated in their feelings, so this is not the time to lead with, “suck it up,” “it’s not that bad,” or “others have it way worse than you.” Those statements, while potentially true, only serve to alienate your child further—again, they already feel lonely. They need to feel heard and understood now.
  • Encourage them to discuss and express their frustrations and listen. This is certainly a frustrating time for everyone, so children need to be provided with an outlet to express and release those anxious feelings.
  • Think about activities that allow your child to engage in physical activity while simultaneously having a discussion about what they’re experiencing and feeling. Dribbling the soccer ball, shooting hoops, even walking the dog or jumping on the trampoline can provide families with time to chat, while also releasing pent up energy and/or emotions.
  • Encourage virtual socializing among peers, being sure to agree upon outlets, expectations and time limits that are appropriate to the child’s age.
  • Think about having opportunities for groups of moms and daughters to have a virtual coffee date or discuss the latest episode of everyone’s favorite TV show.
  • Plan a virtual pizza party for young kids in the neighborhood if your youngster seems down or lonely.
  • Organize a Zoom call with karaoke to shake things up among friends or family.

 

The point is this: anxiety during this time, especially for kids and adolescents, can be overwhelming. Between hormonal changes and brain development, teens are practically primed to experience higher levels of stress as it is. Parents can help by acknowledging the difficulties, encouraging social connections, and validating their child’s emotions.