Experience changes us and, like the bell once rung, we cannot return unchanged to who we were prior to the life we have experienced. After months of remote, homeschooled education, or being unconnected from daily schooling, children returning to in-person school are not of the same student character they were pre-pandemic. Teachers and administrators who worked tirelessly to assure a continuing education for children, sometimes teaching for home, are not of the same educator character they were pre-pandemic. We all are changed by our experiences and are now required to understand our changed characteristics.
During the pandemic, school was not quite a Humpty Dumpty fallen from the wall and laying in pieces, yet as we reassemble ourselves as a school, some of the pieces are not fitting back into the places we remember them being. More to the point, they won’t fit.
What fiction tells us.
After we read Lord of the Flies as students, I wondered what the survivors were like following their rescue and return to whatever remained of their homes. Golding does not tell us. A year of adapting to a non-adult, unstructured world caused changes in the boys’ character that were foreign to who they were and how they acted prior to their isolation on the island. Different behaviors and social codes emerged. After they are found, Golding returns them toward age-appropriate behaviors and attitudes and he wrote that they wept about their life on the island.
What real life is telling us.
Children returning to school from up to 18 months of remote education are not school socialized. Their out-of-school experiences are causing in-school problems.
“Schools across the country say they’re seeing an uptick in disruptive behaviors. Some are obvious and visible, like students trashing bathrooms, fighting over social media posts, or running out of classrooms. Others are quieter calls for help, like students putting their heads down and refusing to talk.”
Schools struggling with behavior issues as students return – Chalkbeat
“Among teachers of younger students, it’s not common to hear that students seem two grade levels behind socially. Educators have noticed that elementary schoolers who spent much of the last two years learning online are – to no one’s surprise – struggling to share and walk slowly in the hallway.”
How school discipline — and student misbehavior — has changed during the pandemic | EdSource
“Schools are making changes meant to help…. Missoula County schools in Montana, for example, hired a dozen additional staffers to focus on student behavior and mental health. Now they have staff at every elementary and middle school to teach coping strategies to kids who are getting frustrated quickly.”
“A Connecticut high school that recently resumed full in-person learning for the first time since the onset of the pandemic sent students home temporarily for remote learning – not because of the virus, but rather issues with misbehavior. New Britain High School, in suburban Hartford, is ‘hitting the refresh ‘button’ and will restart the school…”
High school goes remote again, blames student misbehavior | WTNH.com
“The upside down has turned right side up. That virtual reality environment you taught in, along with the two-dimensional relationship you had with your students, is gone. The mute button is gone. The extreme social buffer gone. Sure, there may be a vestige of goodwill at the start, but after the initial honeymoon it means very little…”
How To Handle Return-To-School Misbehavior – Smart Classroom Management
Either Address It or Accept it
Reinforcement theory tells us that repetition of the same behaviors makes those behaviors more permanent and more accepted as a behavioral norm. Bad or unacceptable behavior is reinforced just as efficiently and effectively as good and acceptable behavior.
We are observing children whose return to school behavior fits directly back into the mold of accepted, positive, and traditional studenthood. These children are present everyday, on time to class, do their assignments to the best of their ability and are prepared for class, and try to get along and cooperate with their peers. We are observing children whose behaviors are not fitting into our traditional mold, in fact their behaviors are not acceptable. These behaviors, reinforced by their out-of-school isolation, are disruptive and would have led quickly to pre-pandemic school failure. These children are absent several days each week, wander into class late, demonstrate no urgency in getting assignments done or completed, and isolate themselves from their peers if not constantly challenging them. And, we observe children who resemble both molds depending upon the class and time of day. This is not our pre-pandemic school. But, it is the school we found in September and October and now November.
Teaching children to learn school social skills is as required as teaching grade level and subject curricula. This fall teachers are finding who children demonstrate lost and missed curricular learning. Some children lost touch with some of the knowledge and skills they learned before campus closures. They need tier 2 instruction to recover those losses. Some children missed instruction during the recent three semesters – they simply were not connected or present. They need tier 1 curricular instruction to learn what they missed.
The same is true of social, collaborative, and collegial skills that also suffered lost and missed development when children were isolated from each other. Teachers speak of children being “two to three grade levels behind in their school-social development”.
Consider a child who was starting middle school in 2019-20. This child’s social education suffered a complete middle school gap. Usually, middle school is a child’s transition from elementary school culture to high school culture. Middle school’s structures buffer an adolescent child’s developing awareness and sense of self and peers, social problem solving, accountability to two or three teachers each day to a high school schedule of seven to eight teachers, and ability to handle increasingly rigorous instruction. In 2021-22 we have children in high school classes with little more than elementary social preparations.
Consider the freshman who was learning to be a high school student in 2019-20 and overnight became more like a college student independent of daily physical attendance and contact with teachers and classmates. Depending on the level of parent/guardian supervision of remote education, a high schooler returning to school is now required to transition from self-direction to teacher-directed and from “my day is all about me” to “my day is about how I work with others”.
The issue school leaders face is how to recover lost social and behavioral learning, provide missed social and behavioral learning, resocialize children to their school setting, AND, sustain ongoing instruction and learning of the 2021-22 curricula. This requires quintessential school leadership, faculty and staff focus, immaculate calendar coordination, and parent/home support. Success requires a plan.
To Do
- Reinstate school norms that are non-negotiable. Schools rightfully have non-negotiable requirements for student behavior. We populate our non-negotiables quickly with safety and health rules. No weapons, drugs, alcohol, or tobacco. No fighting, stealing, or vandalizing. These norms are traditional, universal, and community-expected in a re-opened school. Be crystal clear about what behaviors are non-negotiable and enforce what you say. These traditional non-negotiables are an easy start.
Virtual studenthood bred strains of asocial and negative behaviors that came back to school with returning students. The lack of face-to-face interactions and accountability bred online bullying and harassing through social networks, e-mails, and texts. Students who said and wrote unacceptable and harmful things about other students from home continue with these behaviors in school. Reteaching acceptable social norms requires every adult in the school to be aware of and to call out harassment, bullying, and asocial behaviors. Schools have required policies that make bullying and harassing behaviors rightfully non-negotiable.
In the return to school, the norms of non-negotiable discipline will not be fully realized until bullying and harassment are controlled.
- Reteach daily school norms that are softer than the non-negotiables. Students returning from multi-semesters of remote education are challenging three groups of norms: attendance and timeliness, completing class assignments and completing them on time, and peer respect and personal accountability.
Principals report students don’t think daily attendance and being on time are important now. Students cite their school success at home when they attended to school on “their” schedule and not every day. In reteaching the importance of attendance and timeliness ensure that teachers start class on time with meaningful activities. This does not mean a “spot quiz” in the first minute of class, but an activity that ties this day’s learning to yesterday’s and ongoing learning. Soft starts to class may have worked in the pre-pandemic but only reinforce meaninglessness in the return to school. Make tasks and time on task meaningful.
Students tell their teachers that they “need to take care of personal things” as a reason for tardiness – there is no urgency to be on time. Students were able to “join” Zoom classes when they were ready to do so and check out when they wanted. Don’t lock classroom doors but make late arrival consequential with “I will talk with you after class”. If that doesn’t work, inform parents and the principal. Use progressive discipline procedures to regain student respect for and compliance with timeliness.
Students earned A and B grades in remote classes with less than 50% attendance or full-class engagement and doing less than half the required assignments. Re-norm what is graded. Grade performance, achievement, and meeting proficiency standards for your curriculum. Remove soft grading practices from remote ed and rebuild grades and credit based upon the demonstration of learning.
Reteaching norms about attendance, timeliness, and grading require a full-faculty approach and consistency over time. Students love to find the exception and quickly point out that “Mr. Jones doesn’t mind me coming to class late”. Principals need to work with any Mr. Jones to ensure uniformity of all faculty.
Personal and group counseling are necessary to re-establish social-emotional wellbeing for some students and sensitivity for what they say and do to others. Some schools are adding to their counseling staff or employing community resources to meet the enlarged scope of these needs.
Disciplinary accountability also is required. School discipline was largely vacated while children were at-home learners. The return to school returns children to the supervision of the school, especially to the rules of no bullying and no harassing of other children. A re-instatement of accountability begins with classroom teachers and aides restating school wide rules and taking first levels of response when rules are broken. Teacher to home communication is an essential second level response. Principals are the third level and their action unites the school faculty’s consistency with school-parent work to correct aberrant behaviors.
Bottom Lines
Schooling in 2021-22 is not like schooling in 2019-20 and we are fools for thinking it is. We need to understand how the the out-of-school experiences shaped our children’s return-to-school behaviors. We need to teach and reteach children to understand and respond to our school norms. We cannot expect children to simply be what we want them to be. We need to assure that faculties and staffs are united in their re-establishment of an end-of-pandemic school culture.
During remote education school spending increased for required technologies and health-related protocols. In the return to school, school spending will increase for required resources to help all children become successful school students. We cannot be shy in demanding what we require for school success in the end-of-pandemic time.
And,
We need to be sure that the return to school culture we impose on returning children is the culture schools need to assure student success in the future. What have we as educators learned about students and learning in the pandemic that should shape our work with children in the post-pandemic? We are responsible and accountable for an informed school culture.