WE ARE GETTING
STARTED:
WITH
INTRODUCTIONS
GATHERINGS OF
INFORMATION
PPU SUGGESTIONS
TO ORGANIZE
NEXT STEPS:
LEADING TO OUR
MOTHER
SITE
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Resources for Distance Learning
The learning environment will look differently for most and may even shift multiple times during the coming year. Regardless of what this environment looks like – it’s important to remember that we’re in this together and we’re learning together. Find tools, tips and accessibility resources to keep the learning going – regardless of what the learning environment looks like for you.
Topics include:
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How learning actually changes the physical structure of the brain.
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How existing knowledge affects what people notice and how they learn.
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What the thought processes of experts tell us about how to teach.
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The amazing learning potential of infants.
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The relationship of classroom learning and everyday settings of community and workplace.
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Learning needs and opportunities for teachers.
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A realistic look at the role of technology in education.
This swift and significant change to how we live our lives has brought out all the feelings. Our intention at The Zones of Regulation is to help support our teachers, practitioners, care-givers, and most importantly, our learners during these unprecedented events. We want to share what we are doing on our end to help you adjust to the changing landscape of everyday living and learning. Below you will find information on Resources and Zones Actions that we are taking at this time.
During COVID-19 school closures, many districts are leaning into remote learning to avoid interruption of their students’ education. We’ve put together this list of resources to support your school’s e-learning practice. We will continue to update this list as new resources come in.
The disproportionate impact of COVID-19 on communities of color has magnified the trauma of Black and Latino students. Soon after schools closed, Lindsey Jensen—an English teacher at Dwight Township High School in Illinois and the 2018 Illinois teacher of the year—feared the COVID-19 pandemic was also a trauma pandemic in the making.
She understands how adverse childhood experiences—poverty, racism, violence, instability at home—fuel toxic stress in students and can jeopardize their emotional well-being and their academic success.
“I was up at night thinking about my students living in abuse and neglect, our LGBTQ+ students who are living in homes where they aren’t accepted for who they are,” she recalls. “I was thinking about students who don’t have access to basic needs, such as food.”
These concerns also weighed on Lee Starck, a K–4 school counselor for Stevensville Public Schools in Montana. During the spring, Starck immersed himself in trying to connect with his students through Zoom calls and other methods, but he couldn’t help but look ahead to the new school year with some degree of trepidation.
“We may not yet know the intensity of the trauma and anxiety,” he says. “We may not be getting a really accurate picture of what they’ve been experiencing. That’s unsettling to me.” Continued