COVID-19 Recovery in Schools and Self-Care for Teachers

COVID-19 Recovery in Schools and Self-Care for Teachers

Jia Borror (Nova Southeastern University, USA) and Sarah Ransdell (Nova Southeastern University, USA)
Copyright: © 2022 |Pages: 16
DOI: 10.4018/978-1-6684-2334-9.ch005
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This chapter is about the nature of COVID-19 recovery and what teachers can do to support themselves and their students through these challenging times. The nourishment and well-being of teachers is necessary so they can support students as they focus on meeting their learning goals. The pandemic has created many new obstacles that must be overcome in order to come out triumphantly on the other side. This chapter provides a wide variety of research-based approaches for teachers to implement that take into account the mind, body, and spirit. Recommendations, considerations, and tips for going back to the classroom, whether virtual or online, are also addressed.
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The Shift To Covid-19

In March of 2020, teachers had to quickly shift from in-person to online teaching while adjusting to virtual instruction amidst rampant school closures. Teachers worked relentlessly during this time, understanding that the shift to virtual education provided a silver lining, as online learning resulted in less infections for themselves and their students. However, connecting with students and keeping them engaged took on a whole new meaning. Online teaching and learning have been difficult transitions for both teachers and students alike. Learning loss among students during the 2020-2021 school year, sometimes referred to as the Covid-19 slide, has been documented even though teachers continued to work extremely hard. Many students fell behind during the pandemic due to a variety of reasons such as a pause in their academic instruction, the transition to strictly online learning, and limited resources to name a few (Farzan & Taylor, 2020). Students faced a multitude of other challenges with online learning as well, including limited social interactions with peers, short attention spans, connectivity issues, equipment failure, and deficient devices such as old cellphones. Additionally, some students needed more attention, time, or encouragement than online instruction was able to provide. Students who fell behind and lost their confidence were supported and guided by their teachers who reminded them that they could succeed if they did the work and didn’t give up.

Key Terms in this Chapter

Resilience: The capacity to remain strong and bounce back after dealing with a challenge or difficulty.

Affirmation: A positive statement that helps motivate one to achieve a desired change.

Pandemic: Worldwide outbreak of a disease.

Reflection: The process of looking back at prior events, actions, or thoughts in an effort to make future improvements.

Agency: The capacity of teachers or students to take ownership in the teaching and learning process by making choices that contribute to their growth.

Intention: A statement about one’s commitment to actions related to an intended accomplishment.

Goal: A specific and measurable outcome one strives to achieve.

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