@LaContiBryant Parent: What should or will schools do to ease my children's anxiety about returning to school?
Michael Bryant, Ed.S and LaConti Bryant, Ed.D: This question is a loaded question because there are multiple things that schools have implemented or are planning to implement to alleviate both parents’ and students’ anxiety. We will discuss recommendations based on our experience as classroom teachers and working within a social-emotional learning environment. As we progress into the summer and eventually into the first days of school, learning how to navigate the new normal is going to be crucial to creating a positive and productive culture within the classroom setting. Teachers are charged with creating conducive learning environments each school year. And, fortunately, this will not change due to the new normal.
Communication, Communication, Communication
Preparing for students’ first day of school, for school personnel, starts before the first day of school. As teachers receive rosters containing the names and information of the students they will be educating for the next school year, it is imperative that they be proactive by reaching out before their students’ arrival. Before the first day of school, introduce yourself to the family and set the tone for the type of culture that will be created in the classroom relating to expectations regarding the new normal for education.
Educators have a responsibility to get to know parents and hear their concerns about their children returning to school, but also provide families with a tangible plan to help alleviate concerns. As part of the communication process with families, create an ongoing and continuous process to connect with parents regarding student progress and behavior so that intervention is not a last-minute resort should it be needed.
Create an environment of trust and empathy
As the school year draws closer and closer, teachers should be working hand-in-hand with school counselors regarding guidance lessons for students in the classroom setting. Guidance lessons teach students how to express and work through their feelings. Most importantly students are taught how to communicate those feelings in effective ways so they can get the support they need. One recommendation is to have restorative circles built within the culture of the classroom and school. This allows students to build relationships with one another, as well as, provide a safe space where students can share their feelings.
Limit Movement
Students are adept at moving from one part of the building to another. As we approach summer, both teachers and administrators should be exploring ideas to innovate both lunch and recess. Ideas will need to focus on activities that will give students the opportunity to socialize, practice social skills, and allow them to feel a sense of safety and normality. Having breakfast and lunch in the classroom setting is a suggested start.
Reflect and Monitor My Own Behavior and Actions
As the adult in the room, teachers have to be cognizant of their professional behavior in front of students. Students tend to mimic those standing in front of them and emulate that specific behavior. This goes to the old instructional adage... “model the expectations for students”. At times it is difficult for adults to share feelings of anxiety, however, in the climate of the new normal, it is important to be transparent with students regarding feelings to assure students they are not the only ones having those feelings. Overall, it is a collective and collaborative process that will involve all stakeholders to ensure students' emotional safety as we begin to transition into a new year.
Bio
Michael Bryant is a retired soldier with over 20 years of successful service with the United States Army as a Chemical Operations Supervisor. In addition, he is a special education and classroom teacher. He and his wife own Vivid Business Solutions, LLC, a mobile notary business. He has a Masters degree in Special Education and a Post Master’s in Educational Leadership. He is currently completing his dissertation for the doctorate degrees.
Dr. LaConti Bryant earned an Ed.D. in Educational Leadership from Liberty University in 2017. Her research is specifically focused on the areas of instructional coaching/mentoring, collaboration, job-embedded professional development, and equity. Dr. Bryant has worked with teachers and administrators with creating professional learning communities that are conducive to positive results in student achievement and teacher development. Dr. Bryant taught STEM English Language Arts and Math teacher in the Dallas/Fort Worth area. Dr. Bryant was a teacher and mentor teacher in Colorado Springs School District 11. She has a passion for providing an equitable education for students in underserved communities. Currently, Dr. Bryant is an avid traveler. Her motto is, "The World is My Classroom." Prior to entering public education, Dr. Bryant served in the United States Army as a paralegal for 5 years stationed at Fort Campbell, Kentucky, Bamberg, Germany, and Fort Hood, Texas.
Michael Bryant, Ed.S and LaConti Bryant, Ed.D: This question is a loaded question because there are multiple things that schools have implemented or are planning to implement to alleviate both parents’ and students’ anxiety. We will discuss recommendations based on our experience as classroom teachers and working within a social-emotional learning environment. As we progress into the summer and eventually into the first days of school, learning how to navigate the new normal is going to be crucial to creating a positive and productive culture within the classroom setting. Teachers are charged with creating conducive learning environments each school year. And, fortunately, this will not change due to the new normal.
Communication, Communication, Communication
Preparing for students’ first day of school, for school personnel, starts before the first day of school. As teachers receive rosters containing the names and information of the students they will be educating for the next school year, it is imperative that they be proactive by reaching out before their students’ arrival. Before the first day of school, introduce yourself to the family and set the tone for the type of culture that will be created in the classroom relating to expectations regarding the new normal for education.
Educators have a responsibility to get to know parents and hear their concerns about their children returning to school, but also provide families with a tangible plan to help alleviate concerns. As part of the communication process with families, create an ongoing and continuous process to connect with parents regarding student progress and behavior so that intervention is not a last-minute resort should it be needed.
Create an environment of trust and empathy
As the school year draws closer and closer, teachers should be working hand-in-hand with school counselors regarding guidance lessons for students in the classroom setting. Guidance lessons teach students how to express and work through their feelings. Most importantly students are taught how to communicate those feelings in effective ways so they can get the support they need. One recommendation is to have restorative circles built within the culture of the classroom and school. This allows students to build relationships with one another, as well as, provide a safe space where students can share their feelings.
Limit Movement
Students are adept at moving from one part of the building to another. As we approach summer, both teachers and administrators should be exploring ideas to innovate both lunch and recess. Ideas will need to focus on activities that will give students the opportunity to socialize, practice social skills, and allow them to feel a sense of safety and normality. Having breakfast and lunch in the classroom setting is a suggested start.
Reflect and Monitor My Own Behavior and Actions
As the adult in the room, teachers have to be cognizant of their professional behavior in front of students. Students tend to mimic those standing in front of them and emulate that specific behavior. This goes to the old instructional adage... “model the expectations for students”. At times it is difficult for adults to share feelings of anxiety, however, in the climate of the new normal, it is important to be transparent with students regarding feelings to assure students they are not the only ones having those feelings. Overall, it is a collective and collaborative process that will involve all stakeholders to ensure students' emotional safety as we begin to transition into a new year.
Bio
Michael Bryant is a retired soldier with over 20 years of successful service with the United States Army as a Chemical Operations Supervisor. In addition, he is a special education and classroom teacher. He and his wife own Vivid Business Solutions, LLC, a mobile notary business. He has a Masters degree in Special Education and a Post Master’s in Educational Leadership. He is currently completing his dissertation for the doctorate degrees.
Dr. LaConti Bryant earned an Ed.D. in Educational Leadership from Liberty University in 2017. Her research is specifically focused on the areas of instructional coaching/mentoring, collaboration, job-embedded professional development, and equity. Dr. Bryant has worked with teachers and administrators with creating professional learning communities that are conducive to positive results in student achievement and teacher development. Dr. Bryant taught STEM English Language Arts and Math teacher in the Dallas/Fort Worth area. Dr. Bryant was a teacher and mentor teacher in Colorado Springs School District 11. She has a passion for providing an equitable education for students in underserved communities. Currently, Dr. Bryant is an avid traveler. Her motto is, "The World is My Classroom." Prior to entering public education, Dr. Bryant served in the United States Army as a paralegal for 5 years stationed at Fort Campbell, Kentucky, Bamberg, Germany, and Fort Hood, Texas.