Like most of the country, COVID transmission rates in our community are scary high. So with one day to pivot, we returned from winter break to virtual learning. (We learned last year that we don’t call it school because Fletcher needs to differentiate between virtual and in-person.) Fletcher struggles with virtual even though he does great when he’s at school with his classmates and for the first time, his brother, Max, hopped on the virtual train as well. So we have K-3 and 1st grade virtual learning happening at the same time. It took me a day to get my head in the game and shift from our usual school routine, sift through a little PTSD from our difficult virtual experience last year, call in our village for extra sets of hands and recall some of our best strategies. The rest of the week went much smoother than day one. Our sensory strategies were key.
Here are our top 5 in no particular order:
- Gum: During virtual learning Fletcher is allowed to have gum anytime he needs it. He chews, chomps and blows bubbles all while focusing on what he’s learning. It gives him really important oral input which helps him regulate while having to sit in the same spot for long periods of time. Max doesn’t chew gum, but gets his oral input from frozen chewies, crunchy snacks, and his beloved fruit snacks.
- Multiple Seating Options: In a momentary lapse in judgement on day one last week, I thought the solitude of Fletcher’s room would be the best spot for doing virtual learning. That only resulted in him laying in his bed. Which was okay for a little while (until he was completely under his covers!), but ultimately didn’t work in the long run. So instead we set him up in the dining room and switched out a chair for an exercise ball. He doesn’t use it all the time, but when he does he is bouncing on it during his lessons – and that helps him focus… that’s a direct quote! You could do something similar with a different kind of cushion, a wobble seat, chair that spins or rolls, etc. You could also incorporate a massage pad if you have a kiddo that really likes pressure. Max doesn’t really sit at all. He roams around his learning space while listening to what’s happening on the computer and occasionally gets some input from jumping on the trampoline. It works for him.
- Movement Breaks: Even when they don’t realize it, their bodies needs loads of movement breaks. So during any break in classes before they do anything else, they have to move. Heavy work comes into play here, but so does swinging, jumping on a trampoline, going for a walk, playing tug of war with the dog – anything to get them active and exerting energy.
- Flexible Scheduling: When his class isn’t meeting synchronously, Fletcher has independent work to do on the computer. Sometimes it works for him to do his independent work during the allotted time, and sometimes it doesn’t. We do it when it works for him. I don’t force it. For example, Friday he was exhausted and burned out from the week of virtual learning so we decided to do his independent work over the weekend. He got up on Saturday morning and knocked it out in 15 minutes almost all by himself without any resistance. And he was super proud of what he was able to do on his own. We also don’t participate in specials. Some kids love classes like art, music and gym. Fletcher enjoys them in person, but virtually they’re the equivalent of watching paint dry for him (no offense to the very talented teachers!). We’ve made the decision to use all of his virtual energy for his core content classes and we opt out of specials. It’s too long of a day otherwise and results in meltdowns. Not worth it.
- Weighted blankets, pressure, and fidgets: When things are really hard, we incorporate a heavy blanket on Fletcher’s lap. Sometimes I’ll provide deep pressure on his arms, hands or back as well… that input seems to him regulate him. And finally, we always have some kind of fidgets available within reach so he has something to keep his hands busy. The fidgets take a little practice as it relates to keeping them in his lap and not interfering with the lesson taking place, but he’s getting that figured out.
I’m simultaneously grateful that my kids are safe at home in the midst of such a COVID surge and exhausted from the circus that takes place here everyday. I know that in-person learning works better for Fletcher especially, and am hopeful it’s safe enough for him to go back soon. Max seems to enjoy being in his home environment while also participating in his school routine and it’s been nice to gain a better understanding of how he connects to lessons and his classmates.
Whether your kids are virtual or in-person this is an incredibly difficult time to be a parent. Sending strength, solidarity, and the gentle reminder to trust your gut when things get really tough.
XOXO
PS: A shoutout to the amazing educators who have learned to pivot on a moment’s notice and are able to bring their nurturing classrooms to the virtual setting when necessary! It’s no small feat, but so appreciated!