Yotism Education – 5 snippets for Isolation times

 By Sarah Hopwood our Education Specialist

So, here we are now in the COVID-19 lockdown! The next few weeks, possibly even months, will present some difficult and challenging times for families.  Households will become a home, school, gym and social space while we live under the advice of self-isolating and/or socially distancing ourselves from friends, family and the routines that we know. The routines we knew are the basis for a day being manageable and as we know very much needed for parents of/and children with ASD and other learning differences. 

How are the emotions?  Are they regulated? Rollercoasting? High? Low? I know in my household they are oscillating between upbeat, focussed and calm to outbursts of annoyance, irritations and frustrations. The key, I am already discovering and adapting to, is to ride these waves, keep emotions and actions regulated and go on the journey together. This is foreign to all of us.  I need to remember not to rise to the chaos that is thrown at me – just like a normal day at school. I am the role model and I set the tone. You are the role model and you set the tone. If I keep the space balanced and regulated then the environment should be the same and hopefully the learning is fun, interactive and pupil led. 

During the coming weeks Yotism is here to provide a daily hub – ideas, tools, support and advice for creating a new norm and ease the pressure of the house becoming a mult-faceted space! As  a teacher I am here for questions and support, via Zoom or message, in understanding how to deliver a curriculum normally left for those qualified to understand and interpret such convoluted syllabi.  Optimising sensory breaks; strategies to support access and learning; understanding different learning styles; a wealth of online resources at your fingertips (FREE), as well as incorporating regular yoga practice from Nicole and Veronika.  These and more are all provided to our ASD and learning difference community. 

Let’s kick this off with easing yourself into this week.  Take the time to feel what the home will look like. I have friends and families who I work with that are already feeling overwhelmed with the information overload from schools, whats app group messages, pressures to be doing what everyone is doing (social groups & social media influences) and generally wondering how to do this working and home schooling full-time will be achievable. Be kind and be YOU.  Be realistic and AUTHENTIC. (More on this later on in the week.) 

This may seem simple but in practice it can easily be forgotten in the day-to-day classroom chaos so it is bound to occur in the blurred lines of home becoming school! As a teacher this means creating a space (classroom) that communicates how you would like learning to take place. At home this means identifying HOW this will happen; WHERE the majority of learning will take place and WHY. 

I have always been one to design and decorate the classroom with my pupils.  This is where I expect them to learn, open up, bust up (sometimes), create and develop strong relationships with peers and professionals. It was never a WHAM-BAM-DONE approach, it was a collaborative journey that evolved with our knowledge and collective experiences.  My advice – do the same at home. 

HOW – involve your child(ren) in the process of choosing where they would like to learn as inadvertently you are communicating that you respect their ideas. It may not be feasible or doable what they suggest but by offering another option you are showing the skills of flexibility, reasoning, negotiation and adaptability. By  involving them in their education at home you are providing them with a sense of control over the changes that have been thrown at them. 

WHERE – once you have jointly decided and/or considering the specific area consider the following aspects that supports a clear mind and brings the outside in.  Where possible think about…

Natural lighting – not only does this reduce the electricity bills at this time but studies show that natural light works positively with behaviour, concentration while also reducing stress and anxiety levels on the neurological system overall.  

Air flow – we can’t move about freely like we usually do and so the need for fresh air is key to revitalise the vestibular system and activating our response systems. Are there windows around that can be opened for fresh air flow? Do these windows create opportunities for a sensory break that are free from outside distractions (noise and movement)?

Entry and exit – are these clear? Do they allow space for movement and are distraction free? If children feel confined to a tight space this may have a direct impact on their stress and anxiety levels. Set clear expectations on how the “class” is to be entered and exited (more to follow) as well as letting them feel that they are able to leave for sensory breaks or self-regulation. 

WHY – Explaining to your child(ren) why this is happening and the process of reorganising school at home. Social stories are a great tool and I will touch on this in the coming days and weeks about some great tools and resources. 🙂  For now the London Grid for Learning (LGfL) has a good collection of social stories ready to go. (COVID-19 and Social Stories) This is a fabulous time to demonstrate collaboration and engagement and how facilitating a safe and nurturing space(s) at home during this time will support their learning, access and retention. 

Don’t be afraid to keep readjusting until you find the perfect setting for both you and your child(ren).