Physical, Social and Emotional Health in Virtual Learning
It is no surprise that young people struggle with the new procedures in education. Each of us tries to make peace with the sudden, drastic changes in every aspect of life during the pandemic. We anticipate some aspects will be forever changed, while we long for a return to what we know.
Is it possible that we can use this time to our benefit and the benefit of our children? I believe we can. Movement is the answer. Movement can be embedded in three systems important to learning. The physical, social, and emotional systems can be lively and enhance learning for every student. Let’s get moving!
Physical System:
The eye is the focus of this category. William Horatio Bates was a physician who practiced in the early 1900s. Dr. Bates believed the large muscles that affect eye movement improve vision and he developed eye exercises. While the high goal of improved vision is not necessary, students can use these exercises simply and effectively to relieve eye strain from staring at screens.
Social System:
A teacher can keep a student engaged for a long time, despite the student’s feelings for the subject. But what happens when that teacher no longer appears on the scene each day? The strategy of the teacher is to make the material relatable, using the student’s development as a guide. Without the social interaction of the teacher, the material is dry and seemingly pointless. To fill the need for social interaction, a teacher uses relationship to advantage with video conferencing. Students learn from each other. The teacher provides feedback. Sparked by student curiosity, the impromptu conversations help to place the lesson in the wider picture. Feedback is the stimulus that challenges each student to further develop those skills that are positive and useful.
Emotional System:
Emotions are feelings. Emotions belong only to the person feeling them. Empowerment is a reminder to take control of certain parts of the learning process. There is a bonus benefit implied: Owning the power to create change begins when the student identifies a change they wish to implement. Empowering a student includes igniting the imagination and generating hope, as well as exercising the skills necessary to create and sustain the change: research, relationships, persuasion, grit, etc.
It is important for an adolescent to feel empowered with technology for creativity and skill development, but younger children can also be empowered in age-appropriate ways. Allotting time for free play when they become restless and bored is one of the best ways to empower young children.
No extra work is required of a caregiver. Be lively through Eye Exercises, Relationship and Empowerment, so movement supports every student.
Ann Marie Genco learns from students of all ages. Her many years of teaching in the classroom now include STEM (Science, Technology, Engineering and Math) in the virtual classroom. She is the owner of Homeroom Tutoring LLC.
