In March of 2020 we entered into an unprecedented time in education. As Shelter-at-Home rules were rolled out by state and local governments, schools and teachers did their best to create remote learning plans, parents worked hard to juggle their own work and supervision of their children’s work, and students had to adjust to a greater level of independent learning than they had ever experienced. During the Spanish Influenza epidemic of 1918, schools were simply shut down; one hundred years later, technology made it possible for learning to continue, albeit in a very different way, but the abrupt change was a struggle for everyone. Halfway through the Spring trimester I found myself having to have a conversation about academic integrity and plagiarism with one of my students. In upper elementary grades we are just beginning to learn about properly citing quotations and paraphrased information, but I was nonetheless surprised to have this conversation with a student who, in class, stood as an example to fellow students of how to do the right thing. I struggled with how to approach the issue with the student, knowing that distance learning probably played a role in their decision-making process, and as teachers we want to balance holding our students accountable for doing their best work with also holding them harmless for conditions that are beyond their control. Fortunately, due to professional development offered by Lumen Christi Academies (LCA) to all of its teachers and a focus placed on Social Emotional Learning (SEL) in the classroom, my path was pretty clear. All I had to ask my student was, “How are you feeling about distance learning?” The answer that gushed forth revealed weeks of pent up frustration and loneliness that broke my heart, and yet was filled with vocabulary we used in SEL lessons throughout the year, showing me that this student was still attempting to use tools learned in class and exhibit a growth mindset when learning got difficult. Growth mindset is a term popularized by Carol Dweck, an American psychologist and professor at Stanford University. According to Dweck, “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment (2015).” This is in contrast to the concept of fixed mindset, which is indicated by a belief that you hold all of the talent and intelligence you will ever have already, and it will be the same no matter how hard you work to change it.
Being faith-based institutions, LCA schools also have the opportunity to tie aspects of Social Emotional Learning into religious instruction and activities. During distance learning last spring, many of my students reported that when they were upset or overwhelmed, they would turn to practices we had throughout the year in the classroom. For instance, they would write down what they were feeling, then take time for prayer and reflection—essentially giving their feelings to God and supporting their emotional needs through their faith.
Throughout the summer, principals and teachers from LCA and the Oakland Diocese have met as a committee to address how Social Emotional Learning strategies will be implemented in the virtual classroom. According to SEL committee chairperson and principal of St. Elizabeth School Lynne Mullen, “LCA teachers will be working daily with intentionality to build a Christ-centered, nurturing community within the virtual classroom that both addresses the trauma of prolonged social isolation and builds resilience in our students.” As we move forward into the Fall trimester beginning with remote learning, all LCA teachers will be equipped with tools to address the needs of the whole child: academic, spiritual, social, and emotional. Throughout the year we will continue to receive professional development to grow our skills in order to best serve the children whom we are entrusted to educate. We will be present, we will be involved, and we will communicate with our families to ensure that the individuals in our learning communities are well-cared for. Remember that student who I talked about earlier? When asked what should be done to remedy the situation in which we found ourselves (as teacher and student working together in a learning partnership), the student took responsibility for making a mistake, asked to be able to redo the assignment, and showed exemplary work through the end of the school year. By using the tools taught in SEL and exhibiting a growth mindset, the student learned a valuable lesson and grew both as a learner and as a human being. If ever there was a time to focus on Social Emotional Learning and growth mindset, it is now, because our students deserve to be supported as they work to succeed—no matter the obstacles. For more information on Carol Dweck and growth mindset: www.renaissance.com/edwords/growth-mindset For more information on CASEL Core Competencies: https://casel.org/core-competencies/ For more information on Sanford Harmony programs: www.sanfordharmony.org
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