One of the most notable elements of Fisher, Frey, and Hattie’s recently released Distance Learning Playbook is that they start things off in the very first chapter focusing on strategies teachers can use for taking care of themselves during Distance Learning.  As the authors point out, and many of us in the profession who experienced the sudden physical closure of schools in spring 2020 can attest, the initial shift was not really to distance learning.  Rather, we all found ourselves in crisis teaching mode, not to mention living in the midst of a true global crisis.  Teachers around the world frantically worked to create their virtual learning environments, learn and master new software platforms, develop new instructional strategies, and model for students what it looks like to navigate uncertainty on every side.  

That type of work, while certainly heroic, is not necessarily sustainable in the long term , and the entire first chapter of the Distance Learning Playbook is designed to provide teachers with tools and strategies to take care of themselves while in Distance Learning mode.  Amongst these practical strategies, was the strong suggestion that teachers establish protected spaces, both physically and around their daily schedule.  In addition to creating a dedicated workspace, teachers engaged in distance learning are encouraged to create routines that help them transition in and out of their work routines.  Of course when we go to school, there are natural routines and breaks built into the day to signal our transitions into work and then again away from work.  When your home is your office, those lines become increasingly blurred, making it necessary to create deliberate routines to make the transition.  Whether it is moving into a different room and taking a few moments to read or enjoy a snack, your mind and body sometimes need permission to turn off work.  The authors encourage using routines in the morning, during scheduled breaks, and in the afternoon to help us manage our energy and health – both physical and mental.  

I know that in those early days of crisis teaching, I struggled tremendously to create those routines.  I often worked through the entire day without any regular breaks or time for lunch.  Within just a couple of weeks, it was clear that I wouldn’t be able to sustain the pace and constant connection to my computer screen.  I prioritized a lunch hour, as well as an afternoon break.  While it was difficult at first to resist responding to calls, texts, and emails during my break times, eventually I was able to train myself to leave my phone in my work area (which at the time was a corner of my bedroom at my nightstand, since we are a family of 8 living in a small 3-bedroom house at the time).  These small changes helped tremendously, and with time I found that I was able to establish an even better balance in terms of my work day than I had experienced when school was regularly in session.

The authors go on to discuss the concept of “compassion fatigue” and how teachers – amongst many service-oriented professionals – can in times of crisis experience a type of secondary trauma as they support and serve those who are experiencing trauma and difficulty firsthand.  They recommend that teachers create spaces for socialization and group support, whether it be with fellow teachers, or other family and friends who can provide much needed interaction and conversation.  At Lincoln School, our human resources department has worked with staff to provide a series of virtual social events.  Whether staff is practicing yoga together, learning to play guitar, or learning how to cook different cuisines from around the world, these digital meet-ups provide a space to laugh and learn together.  Just last week our IT team invited me for a socially distanced coffee chat.  Those 20 minutes of sitting and talking about family and life away from work were some of the most regenerative I’ve experienced with work colleagues since the pandemic hit.  I was surprised at how much I enjoyed myself, and how much I could tell I needed that time.  

Before the pandemic, it seems that these transitions and moments of informal connection were naturally built into our days.  Now we have to deliberately design and implement them.  Whatever the strategies we choose, being thoughtful to care for ourselves becomes the foundation for meaningful, engaged, and sustainable distance learning for our students.