Meet them where they are: Learning in the time of COVID

By Crystal Kassab Jabiro
Special to the Chaldean News

Without a doubt, the COVID-19 pandemic revealed and exacerbated the inequities in our education system, especially in areas where resources are limited. During the initial shutdown last spring, some school districts, like West Bloomfield Schools, were able to immediately give out Chromebooks and hotspots and food to those in need, whereas certain schools in Michigan’s upper peninsula had to rely on weekly packets because of lagging internet connections.

These opportunity gaps will certainly widen in the area of achievement for students living in poverty as well as students of color, which are often intertwined, particularly among Indigenous, African American, and Hispanic/Latino children. An early study by consulting group McKinsey and Company estimated last December that all students on average could be five to nine months behind. Though all students were exposed to crisis schooling, those who entered with the least number of resources will likely exit with the most amount of learning loss.

It is important that we try our best not to use this phrase “learning loss” in front of children. We should not start the upcoming school year by telling them they are behind, and they need to catch up. That ‘deficit’ mindset makes children think they are inadequate, and we never want our kids to think they are not enough. Kids still learned a lot, whether it was school-related or not. These children of the pandemic gained coping skills, matured physically and intellectually, and reaped a special kind of wisdom about friends and family, mental health, race and culture, technology, and a plethora of other ideas that came their way. We have to honor that.

Still, we must be cognizant of what there is left to learn and ensure our students are getting the support they need. Most schools do some sort of test at the beginning, middle, and end of the year to assess the students’ knowledge. For example, Utica Schools give the NWEA test and Walled Lake Schools give the iReady test within the first quarter. Teachers use that to inform their instruction. If they see a trend that most students are doing poorly in vocabulary, for example, they will integrate it more aggressively in their teaching. Those who excel and those who struggle may have modifications in order to uplift their personal goals. Students get tested again to see their progress and educators also see their own progress in teaching that concept.

Remember, every family’s situation is different. Some parents were able to form ‘learning pods’ and hire tutors, some parents worked through the whole pandemic on the frontlines, and some parents even passed away. Every child is in his or her own unique place, and every district should have a plan to address that. That being said, teachers should meet students where they are, instead of where they “should be.” This individualized approach will help build stronger skill sets at an even pace and will keep kids in their same social network. On that note, parents should also meet their kids where they are. If we want our kids to reach their fullest potential, we have to be emphatically involved. That is nothing new, for we are their first and most important teachers.

Here are some steps you could take to ensure that your child has a great start to the new year:

• Begin with a positive mindset. When your kids hear you complaining about masks or saying they are behind, the uneasiness sets in, and you are doing a great disservice to their emotional state. If students have to wear masks, tell them to pick out a cool one and if they get tired of it in class, teach them to ask the teacher for a mask break. Tell them you are excited about how much they will learn this year and that you are so happy they will see their friends.

• Set a bedtime and be consistent. Children should get between 8-12 hours of sleep a night depending on age. Take away their cell phones and other electronics at least an hour before bed. The longer they are on their devices, the harder it is for them to actually fall asleep. According to Yale Medical Center’s sleep expert Dr. Meir Kreger, sleep deprivation contributes to poor academic performance and obesity.

• Practice eating lunch with your little children, especially the now first-graders who may have missed this learning opportunity if they were in a virtual kindergarten. Make sure they can open their drinks and teach them what to throw away and how to open/close their lunchboxes. Of course, they will learn this in school but coming from you too will boost their confidence. Remind older kids of lunchtime etiquette, like waiting patiently in line, putting trays away, and not wasting food.

• Ask your children about school every single day. We know the typical answer to “What did you learn today?” is usually, “Nothing!” but do not fall for it. Probe into each subject - that usually gets them talking. “Tell me about the characters in that book” or “Show me how you did that math problem.” If you do it every day, they will expect it and be prepared to answer you. Sometimes we think we do not have time for that, but then again, what do we have time for if not our kids?

• Take advantage of after-school tutoring or your local high school’s National Honor Society (NHS). These are held free of charge by teachers and by high schoolers looking to get community service hours. If your children are hesitant, talk to their teachers to try and encourage them and maybe create a group of friends. Also, they do not have to be doing poorly to go to after-school tutoring. They can be provided with enrichment activities that begin taking them to the next level of their learning.

With these steps and a positive attitude, this school year can be their best!