By JULIA BROACH
Across the globe, many students are attending school through their computers, tablets, and phones. Educators have the demanding task of designing lessons on unfamiliar platforms, learning new remote assessment methods, and adjusting to a new style of teaching through a screen — all while not seeing or talking with students as often as before.
Balancing teaching your curriculum with finding time to discuss with students what they are experiencing and how they are feeling can be challenging. Yet staying connected with them and what they are going through is essential in order to continue to support them. Students are dealing with many significant life changes and a range of emotions brought on by these shifts — worrying about their own health and that of their family members and friends, feeling loss about missed experiences such as graduation and prom, navigating a new form of learning, and being confined to their homes with all of their family members.
Bringing low-tech self-reflection practices into online classrooms can be a helpful way to address the social-emotional needs of our students at this time. Developing social-emotional skills can help students better care for and advocate for themselves and others.
One way of incorporating at least a few minutes of self-reflection into lessons is by using social-emotional prompts (download a full set of our SEL prompts here). Our prompts are organized into several categories, drawn from the core social-emotional competencies identified by the educational research organization the Collaborative for Academic, Social, and Emotional Learning. Prompts fall into the following categories:
Using these prompts with your students
These prompts can be sent out over email, posted on a class’s online feed, or shared aloud during a real-time class. Students can respond to them in a variety of ways — using no-tech (drawing or writing in a journal), low-tech (typing in a document, making a video recording, making an audio recording, taking photos), or high-tech options (posting responses to a shared classroom file, such as on Google Drive).
Before using these in your classroom, give yourself time to engage in your own self-reflection practices (through these prompts or other means) — this will support you in more thoughtfully facilitating social-emotional learning exercises for others.
Take the time to introduce the idea of the prompts to your students. You may contextualize the prompts by sharing that they’ll help with self-reflection during this strange period of self-isolation and remote learning. For students to fully express their answers, they may not be comfortable sharing any or all of their responses — determine what you think would be best for your students. There is still significant value in students responding to each prompt, even if they choose not to share with others.
Below are a few ways that you can use these with your students in your online classes:
TAGS: REMOTE LEARNING, RESOURCES, SOCIAL-EMOTIONAL LEARNING