Compassion and Self-Care - Revision history

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	For many faculty at Xavier and other New Orleans institutions, instructional continuity is only something we think about during hurricane season, but the COVID-19 pandemic has raised important concerns about teaching in times of disruption and uncertainty. As faculty strive to adapt their classes to be taught remotely, it’s important to remember the human imperative of our vocation.		For many faculty at Xavier and other New Orleans institutions, instructional continuity is only something we think about during hurricane season, but the COVID-19 pandemic has raised important concerns about teaching in times of disruption and uncertainty. As faculty strive to adapt their classes to be taught remotely, it’s important to remember the human imperative of our vocation.

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2020-03-27T20:14:16Z

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	* [https://connect.chronicle.com/rs/931-EKA-218/images/CopingwithCoronavirus_Collection.pdf Coping With Coronavirus: How faculty members can support students in traumatic times] (PDF, 29 pages, from ''The Chronicle of Higher Education'')		* [https://connect.chronicle.com/rs/931-EKA-218/images/CopingwithCoronavirus_Collection.pdf Coping With Coronavirus: How faculty members can support students in traumatic times] (PDF, 29 pages, from ''The Chronicle of Higher Education'')
			* [https://www.cdc.gov/coronavirus/2019-ncov/prepare/managing-stress-anxiety.html Stress and Coping] (from CDC)
			* [https://www.nami.org/getattachment/About-NAMI/NAMI-News/2020/NAMI-Updates-on-the-Coronavirus/COVID-19-Updated-Guide-1.pdf COVID-19 Resource and Information Guide] (PDF, 15 pages, from National Association for Mental Illness)

	==Notes==		==Notes==

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2020-03-27T16:49:04Z

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	* We teach teacher candidates who are holding a lot of care and concern for the young people they teach and often experience their own trauma or secondary trauma. Students cannot give a classmate a consensual hug, just sit next to them, or grab them a tissue when online. If you teach a class where challenging topics and experiences come up, be prepared to hold space, offer validation and affirmation, create space for dialogue, and provide guidance that students need.		* We teach teacher candidates who are holding a lot of care and concern for the young people they teach and often experience their own trauma or secondary trauma. Students cannot give a classmate a consensual hug, just sit next to them, or grab them a tissue when online. If you teach a class where challenging topics and experiences come up, be prepared to hold space, offer validation and affirmation, create space for dialogue, and provide guidance that students need.
	* Utilize the screen share function. Both you and students can share your screen- you can share your whole screen or just a specific document or tab (the latter is recommended so that you do not over-share). This can be great for showing students a presentation or inviting students to present.		* Utilize the screen share function. Both you and students can share your screen- you can share your whole screen or just a specific document or tab (the latter is recommended so that you do not over-share). This can be great for showing students a presentation or inviting students to present.

			==Additional Resources==

			* [https://connect.chronicle.com/rs/931-EKA-218/images/CopingwithCoronavirus_Collection.pdf Coping With Coronavirus: How faculty members can support students in traumatic times] (PDF, 29 pages, from ''The Chronicle of Higher Education'')

	==Notes==		==Notes==

Jtodd1 at 04:04, 17 March 2020

2020-03-17T04:04:38Z

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	Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”		Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”

	In the words of Dr. David Robinson-Morris, Director of Xavier’s Center for Equity,Justice, and the Human Spirit, “While we practice social distancing and remove ourselves from public engagement, please allow yourselves a few moments to reflect on our obligation to one another, to all members of the human family. It is in these times where a deepened sense of our humanity and human connection is most needed.”		In the words of Dr. David Robinson-Morris, Director of Xavier’s Center for Equity, Justice, and the Human Spirit, “While we practice social distancing and remove ourselves from public engagement, please allow yourselves a few moments to reflect on our obligation to one another, to all members of the human family. It is in these times where a deepened sense of our humanity and human connection is most needed.”

	==Transitioning to Remote Teaching==		==Transitioning to Remote Teaching==

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2020-03-17T04:04:08Z

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	Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”		Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”

			In the words of Dr. David Robinson-Morris, Director of Xavier’s Center for Equity,Justice, and the Human Spirit, “While we practice social distancing and remove ourselves from public engagement, please allow yourselves a few moments to reflect on our obligation to one another, to all members of the human family. It is in these times where a deepened sense of our humanity and human connection is most needed.”

	==Transitioning to Remote Teaching==		==Transitioning to Remote Teaching==

Jtodd1 at 18:54, 14 March 2020

2020-03-14T18:54:31Z

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	* Portions of this page were adapted, with permission, Raygoza, M., León, R., & Norris, A. (2020). ''Humanizing online teaching''. http://works.bepress.com/mary-candace-raygoza/28/, which is licensed under a [https://creativecommons.org/licenses/by-nc/4.0/ Creative Commons Attribution-Noncommercial 4.0 License].		* Portions of this page were adapted, with permission, Raygoza, M., León, R., & Norris, A. (2020). ''Humanizing online teaching''. http://works.bepress.com/mary-candace-raygoza/28/, which is licensed under a [https://creativecommons.org/licenses/by-nc/4.0/ Creative Commons Attribution-Noncommercial 4.0 License].

	{{KeepTeachingXULA}}		{{KeepTeachingXULA Navigation}}
	[[Category: Instructional Continuity]]		[[Category: Instructional Continuity]]

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2020-03-14T18:54:04Z

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	* Portions of this page were adapted, with permission, from Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University.		* Portions of this page were adapted, with permission, from Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University.
	* Portions of this page were adapted, with permission, Raygoza, M., León, R., & Norris, A. (2020). ''Humanizing online teaching''. http://works.bepress.com/mary-candace-raygoza/28/, which is licensed under a [https://creativecommons.org/licenses/by-nc/4.0/ Creative Commons Attribution-Noncommercial 4.0 License].		* Portions of this page were adapted, with permission, Raygoza, M., León, R., & Norris, A. (2020). ''Humanizing online teaching''. http://works.bepress.com/mary-candace-raygoza/28/, which is licensed under a [https://creativecommons.org/licenses/by-nc/4.0/ Creative Commons Attribution-Noncommercial 4.0 License].

			{{KeepTeachingXULA}}
			[[Category: Instructional Continuity]]

Jtodd1 at 18:53, 14 March 2020

2020-03-14T18:53:25Z

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	For many faculty at Xavier and other New Orleans institutions, instructional continuity is only something we think about during hurricane season, but the COVID-19 pandemic has raised important concerns about teaching in times of disruption and uncertainty. As faculty strive to adapt their classes to be taught remotely, it’s important to remember the human imperative of our vocation.		For many faculty at Xavier and other New Orleans institutions, instructional continuity is only something we think about during hurricane season, but the COVID-19 pandemic has raised important concerns about teaching in times of disruption and uncertainty. As faculty strive to adapt their classes to be taught remotely, it’s important to remember the human imperative of our vocation.

	Right now there is a cognitive demand being asked of all of us. Whether stressed by preparing to teach remotely, worried about housing or food insecurity, concerned about vulnerable family members, concerned about immuno-compromised and high-risk individuals, many of us have a lot more of the “outside world” impacting our daily work. There's nothing wrong with that, but as Karen Gross, writing for the New England Journal of Higher Education, says, "What really worries me is that ''the soap and alcohol'' focus means we are not focused on the psychological impact the threat of this virus—even if it does not strike close to home or campus—on students (and faculty, staff and administration). ''Soap and alcohol'' are not psychological mediators and they do not lower the stress and fear and toxicity of the virus threat."		Right now there is a cognitive demand being asked of all of us. Whether stressed by preparing to teach remotely, worried about housing or food insecurity, concerned about vulnerable family members, concerned about immuno-compromised and high-risk individuals, many of us have a lot more of the “outside world” impacting our daily work. There's nothing wrong with that, but as [https://nebhe.org/journal/im-worried-higher-education-isnt-focused-at-all-on-covid-19s-psychological-toll/ Karen Gross, writing for the New England Journal of Higher Education], says, "What really worries me is that ''the soap and alcohol'' focus means we are not focused on the psychological impact the threat of this virus—even if it does not strike close to home or campus—on students (and faculty, staff and administration). ''Soap and alcohol'' are not psychological mediators and they do not lower the stress and fear and toxicity of the virus threat."

	Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”		Many faculty have a well-developed professional persona we use when we step into our classrooms, a persona that in part communicates complete control of the situation. One important thing we can do to help ourselves and our students during a disruption is to remember that we are all impacted differently, and that opening up about how the current disruption is affecting us, personally, while inviting our students to do the same, is a way to humanize the experience. Perhaps the best way we can begin our newly online classes is by saying, “Students, I’ve never taught a class online before, so please be patient with me as I will be patient with you.”

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2020-03-14T18:48:28Z

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 #Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.
 #Practice self-care and encourage your students (and colleagues) to do the same. Give yourself permission to relax, whatever that means for you.
 ==Notes==
 * Portions of this page were adapted, with permission, from Jamiella Brooks, Ph.D., Associate Director, Center for Teaching and Learning, University of Pennsylvania.
 * Portions of this page were adapted, with permission, from Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University.

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2020-03-14T18:03:07Z

Transitioning to Remote Teaching: Edited list

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	#Do not read on best practices for distance learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed.		#Do not read on best practices for distance learning. That's not the situation we're in. We're in triage. Distance learning, when planned, can be really excellent. That's not what this is. Do what you absolutely have to and ditch what you can. Thinking you can manage best practices in a day or a week will lead to feeling like you've failed.
	#Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.		#Be particularly kind to your graduating seniors. They're already panicking, and this isn't going to help. If you teach a class where they need to have completed something for certification, to apply to grad school, or whatever, figure out plan B. But talk to them. Radio silence, even if you're working, is not okay.
			#Practice self-care and encourage your students (and colleagues) to do the same. Give yourself permission to relax, whatever that means for you.

	==Notes==		==Notes==
	* Portions of this page were adapted, with permission, from Jamiella Brooks, Ph.D., Associate Director, Center for Teaching and Learning, University of Pennsylvania.		* Portions of this page were adapted, with permission, from Jamiella Brooks, Ph.D., Associate Director, Center for Teaching and Learning, University of Pennsylvania.
	* Portions of this page were adapted, with permission, from Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University.		* Portions of this page were adapted, with permission, from Amy Young, Ph.D., Associate Professor of Communication, Chair of the Department of Communication, Pacific Lutheran University.