The Importance of Expectations and Routines During A Coronavirus School Year

Schools are vital to a free, educated society. However, the Covid-19 Pandemic which started earlier this year, continues to surge in various parts of the USA. Due to the fact that there is no vaccine as of yet, offers challenges and a lot more questions than answers to schools reopening. The science, so far, seems to indicate that children are less than likely to contract and get sick from the virus. However, they can spread it to their parents, guardians, those with pre-existing conditions, and their grandparents. The fact that there is no vaccine means that there is no guarantee that children and adults cannot contract the virus or infect others.

Some government officials, schools, and parents have talked about the need to have a plan of action when reopening schools. Many school districts have announced that they will open later than normal. Some school districts have stated that they will offer only online learning classes for students.

Administrators and teachers can set expectations and routines. Routines are important for parents who are teleworking during the pandemic, as well as those searching for work.

Having routines means having a particular time to wake up each work or school day. Bathing at night or showering at a particular time each day. Eating breakfast and lunch around the same time. Routines also mean doing school work at a set time each day- there should be set times where students work with their teachers online throughout the day. There needs to also be set times where students work on their homework assignments and can reach out to their teachers for extra help.

Routines should be set for students returning to school on a full-time or part-time basis, Students on those schedules also need set times need to be set for the online schedules, times to get extra help, parents and administrator/teacher conferences, student and teacher extra help, possible time for conferences with the social worker, psychologist, or counselor for specific student needs. For example, if the student goes to school on a hybrid situation, then a portion of students would be in school possibly two or three days each week for three-and-a-half to four hours of instruction in the morning, while ta different group of students would have the same schedule in the afternoons. Other groups of students would come for instruction

Expectations from teachers and other professionals involved in learning at the schools should be clear and interpreted to parents and students. These expectations could state the amount of online learning time each day, reading time each week, emergencies, special education needs (IEPS) 504s (accommodations) meetings, along with how and why phone, internet, and even in-person communication would take place.

Consistent expectations should be made known, along with standards and actions in case the expectations are not met. Actions should include communicating with the students and parents on perhaps more study time, more reading, a digital meeting, etc.

There should be increased mental health professionals, social workers, counselors, and even tutors who are available for home or community center visits, extra help, and once per month visits or consultations with students and their parents/guardians who are living in troubled environments or dealing with crises. This may require funding which could come out of the federal monies.

Schools need to hire more Counselors and Social Workers to deal with a perceived increased need to reach out to special needs students, troubled students, and those dealing with other mental health and community needs (food, care, etc.).

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