Thanks for reaching out, Fran. Indeed, we are holding the same questions, since I also moved my social and emotional learning classes online since the school closed two days ago. Although I found the first couple of lessons to be more structured and we made better use of our time, I also feel me and the students are missing out on the social and emotional connectivity. It's like the reality is only 2D instead of 3D. However, I know from laddership circles that, by holding space, anchors can make it possible for deep listening, connection and transformation to become possible.
What I can share from my first interactions was that holding a minute of silence at the beginning and a minute of gratitude at the end help most participants tune in to their own internal environment as well as to the present moment reality of sharing space with other people online. Also, allowing for some minutes of sharing how we feel here and now also ease the load that participants might carry. I also found it helpful to setup some class agreements specifically for online interactions (most of the time they are the same as in-class agreements, but they might also differ in key areas). One last thing I've thought about trying was offering the availability to have one on one or small group conversations with students who feel the need to open up and share their concerns.
Since the situation is constantly evolving/emerging, new and useful ideas might pop up. I'll be happy to share. Feel free to do the same if you find this helpful.
On Mar 13, 2020 Marius Luca wrote:
What I can share from my first interactions was that holding a minute of silence at the beginning and a minute of gratitude at the end help most participants tune in to their own internal environment as well as to the present moment reality of sharing space with other people online. Also, allowing for some minutes of sharing how we feel here and now also ease the load that participants might carry. I also found it helpful to setup some class agreements specifically for online interactions (most of the time they are the same as in-class agreements, but they might also differ in key areas). One last thing I've thought about trying was offering the availability to have one on one or small group conversations with students who feel the need to open up and share their concerns.
Since the situation is constantly evolving/emerging, new and useful ideas might pop up. I'll be happy to share. Feel free to do the same if you find this helpful.