Simple Ways for Teachers to Foster a More Responsive Classroom

“Normal” appears doubtful, with the Delta variety reminding us that the epidemic is far from done. The most significant implication of “not returning to normal” in our schools is that we must go forward and rethink what a school can and should be. After all, this is a genuinely novel and one-of-a-kind start to the school year. Let’s make the most of it! Here are simple ways for teachers to foster a more responsive classroom.

At its finest, learning incorporates aspects of play. Learners who are returning to school, regardless of how scared or hesitant they are, need to have fun as a major part of their school day. This can be done in addition to your regular studies. Pleasant feelings are essential for learning and overall well-being. And having fun with others helps to develop social-emotional learning abilities—and games can help to particularly develop these necessary skills. Play and recess are critical components of young learners’ learning. More importantly, play can be integrated into any classroom. Learning may be gamified by incorporating game components into learning exercises. Games may also be used to teach.

Everyone’s active participation will be required—more ways to participate as students, teachers, and families. As teachers, we must prepare our learners for participation, educate them on new ways to interact, and include their families and the community in this learning. As we go forward with chances for a new and successful year, learners, and their families, as well as teachers, will require many types of assistance.

Nonetheless, after three years of pandemic procedures and given the unpredictability of the COVID virus, there is a greater need for equality in the classroom—as well as a shift away from “one size fits all” methods. As a result, it will be critical for every classroom teacher to deliberately plan for more equal learning opportunities. The process of making sure everyone is treated equally in the classroom is a teacher-led one that requires us to change our assumptions, expectations, language, and behavior.