Humans find it impossible to avoid close contact and touching. We are just not wired to stay far apart from each other. As much as I wished, in pre-lockdown days, that I could insist that shoppers behind me in the line would stand behind floor decals 2 metres away from me, or imagined ramming my trolley back onto the toes of halitotic queue creepers, such violent fantasies are no longer necessary. And we are struggling without the contact now.
The Maestro and I enjoyed a breakfast at Mugg &Bean this morning and while he enjoyed tasteless and tediously titivating TikTok after his sausages and eggs, I people-watched:
Besides the responsible types who remain masked and greeted their friends from across the wasteland of a coffee shop table (amazing how clean the tables are mind you – sprayed and wiped between each sitting) with an elbow bump, the majority of patrons meeting family and acquaintances, could not resist a hug of greeting. I witnessed hand-patting, arm-stroking and kissing. Shocking.
So much for social distancing.
But it’s not their fault. We humans need touch. According to Professor Robin Dunbar who is an anthropologist and evolutionary psychologist at the University of Oxford, primates are reliant on the endorphins and oxtytocins (the good hormones, not the street drugs) that are released when we touch each other. It’s part of being ‘social.’ That’s why, when you add ‘distant,’ it seems so impossible for us to maintain.
It’s one of the things so hard to control at school, or any workplace. It’s why it is so concerning that the nation’s children were sent ‘home’ from school to avoid contracting the virus; yet have been roaming the malls and streets, in packs, unprotected by masks and hanging onto each other. Expect a spike in the stats when they return to school and infect each other and their teachers some more.And it must be really hard for those who live alone or are confined to care homes during the pandemic.
“The effects of touch are physiological, bioelectrical and biochemical,” agrees Tiffany Field, founder of the Touch Research Institute at Miami Medical School. “Moving the skin (as, for example, in hugging, massaging and exercise) stimulates pressure receptors which are transmitted to the vagus nerve, the largest cranial nerve that has many branches in the body. Increased vagal activity calms the nervous system (e.g. slows heart rate and leads to EEG patterns that accompany relaxation). It also reduces cortisol – the culprit stress hormone – that then saves natural killer cells that kill viral, bacterial and cancer cells.”
Helen Coffey, quoted in The Independent
So, tactile stimulation heals us; losing it can reduce our ability to fight disease.
Except with COVID-19.
Prof Dunbar reckons we’ll be ok in the long run, but in the meantime, many of us are struggling to stay connected… laughter is apparently good for producing the happy hormones as does visual stimulus, so keep those video calls going with family members in old age homes or those who live alone.
Perhaps there is method in my husband’s weird social media tastes after all.
Remote Learning during Lockdown is the pits – but that’s okay if they’re Learning Pits.
I thought I’d take pity on all those parents resorting to TikTok and YouTube to post parodies of their children working at home and who rant about reaching for the Valium to get through the school day with their own beloved offspring who have turned into spawn of the Remote Learning Apocalypse. So I am letting you in on a teaching secret: the Learning Pit. Understanding this simple model may assist you and your child with school tasks at home and let you in on (some) of the magic educators learn when they study pedagogy.
It is a feature of 21st century learning and teaching that students are required to grapple with the unknown; face the fear of ignorance and learn to overcome.
The Learning Pit is an immensely empowering concept.
And it applies not only to a concept at school, but to all problems needing solving, so it is a guided way to coping with the problems of life (like avoiding opening the wine before lunch while your child is working on parts of speech.)
Now more than ever, during Lockdown, when children are learning remotely, this is a way to focus your youngsters and assist them to be self-sufficient. Besides reading, teaching a child strategies to learn is one of the most effective ways to equip a developing mind for a lifetime of successful learning.
Nottingham’s model suggests that real learning what we call ‘deep learning’ only happens when something new is learned and that can be a scary experience (almost as scary for parents who are facing similar pits during their ‘homeschooling experiments’ during COVID-19 lockdown at the moment.)
The concept is simple: if a youngster encounters a new section of work (the learning pit) and he ‘gets it’ easily, he can leap across the chasm like an avatar with that faux loping stride leaping across gorges (unrealistically) in Fortnite and can hurry on to his next challenge. He hasn’t learned anything new yet though. FYI Bright leaners do this often through school and often battle later on because they haven’t learnt HOW to navigate learning challenges so it’s important to stimulate them all the time (extend them until they face something hard) to ensure they learn the skills. All too often I have seen rosy-cheeked Dux scholars in prep school turn into average achievers later on in high school because they never learned about the struggle that is the learning pit. But they make great collaborators and cheerleaders in peer teaching -see ‘Collaborate’ below – if they understand both the work and the process.
So how does it work?
I love this child’s depiction of the pit:
When our intrepid warriors arrive at a pit that looks too dangerous and fear and confusion sets in, it’s game-on. I urge teachers to encourage our learners to leap into that pit with both feet, as soon as they recognize that they don’t understand something, we want them to feel a sense of adventure and excitement, as if they are going on a quest. A key factor in 21st century education is also the demystifying of the learning process so we point out each phase of the learning pit a child is in so they can chart their progress.
‘Having a go’
This diagram above illustrates the dangers at the bottom of the pit and challenges to be overcome like on an epic journey. (like those moments when your drooping Petal whines ‘I can’t! I don’t know what to do? And you’re thinking the same only with a few Anglo-Saxon words in between). But they are encouraged to jump on in and ‘have a go’ like the valiant gladiators of old.
A Leap of Faith
Tell them: The work may be tricky but the first important question to ask yourself is: ‘How can I do this’ – that is almost the key to crossing the bottom of the monster-filled abyss. I remember a scene in The Last Crusade, Indiana Jones (oh so young Harrison Ford) takes a leap of faith into the unknown and finds that there was a way across the impassible ravine. https://www.youtube.com/watch?v=q-JIfjNnnMA
That first step shows the way, but the adventurer still has to climb up and out of the learning pit.
Notice that nothing new has yet been learned, but the student has already started to climb out of the pit, because attitude to learning is so important. This is why we believe in making learning fun. If a child is playing, he doesn’t realize that he’s already crossed the chasm and is climbing.
Try something else
As with all climbs, things can be quite steep and so a good pupil should know that there can be different ways of solving things: ‘What else can I try?’
Recent problem-solving by clothing manufacturers who were forced to shut their doors overnight and stop trading due to the lockdown, have re-designed and developed their sports masks into fashionable and effective alternatives for the COVID-exerciser. Instead of focusing on products they can’t sell they have focused their marketing and sales on these much-needed current products, and become essential services in the process. This kind of creative thinking is what keeps businesses afloat when times change, so when your child is struggling with a Mathematics problem, don’t show him the way you were taught – if you can even remember(!) and not at first anyway. Encourage him to try different ways because this is part of developing creativity, which stand him in good stead when his career faces a challenge.
A child must own the problem; WANT to solve it and struggle with it a bit. We all know what happened to Kodak, The Concorde, Blockbuster Video Stores and Blackberry. They would not/could not innovate. There is nothing wrong with using the fruit and veges to work out answers to basic arithmetic. Make problems relevant to real life so they have a connection. So if all you do is guide them to see a link to their own experience, you will have helped them focus on alternative ways of looking at things. Just don’t do it for them. (Walk away and mix teh margaritas for later.)
Innovation is a vital skill to learn and it’s the first step of that upward climb to problem solving so give your child lots spare paper or let her open lots of word docs and keep trying different things.
Trying can be exhausting though and is not necessarily immediately rewarding. Learning warriors need courage and resilience and what we callgrit to believe that they can. (like that little train we all remember from our youthful storybooks: ‘I think I can…’) There is a dawning hope, with each small success. Encourage her to push herself just a little bit harder, for just a little bit longer. Athletes understand this about training – the brain must also be trained to think. And sweat is involved.
Again I plead with parents not to give in and tell your child the answer. We see too many high school students these days whose parents have given them everything on a plate and they have never learnt the simple truth that success does not come without hours of (their own) hard work. They throw their hands up in despair, blame the teacher, the school, the government and everyone else because they simply don’t know how to keep at something. Things like re-writes, editing, touch ups, second drafts, conceptualization, planning are all part of keeping at it; they need to keep slogging away, and not accepting pedestrian prose or mediocrity. Cheer them on when they do.
10 000 hours at a task brings you professionalism in something. Sadly, too few students these days know how to keep at something for that long. It’s not their fault. Everything in their world is ‘insta’ – the ‘gram, their cappuccino, the news, and take-aways to their doors; binging on series has prevented us from yearning and imagining, and even gaming teaches devotees to use the cheats. Without sounding as old as my own children say I am, have to confess that I worry that we are growing a nation of quitters and lazy thinkers who want instant answers. There are loads of fun ways teachers encourage children to stick at something: competitions, promised rewards, clues and even a simple thing like timing them gives them an end in sight to strive for, so draw your child into the game of learning and keep them on track. (It will work for yourself too, especially if your choice of the fruit of the vine is the prize). Let them play music if that is their poison. (Earphones are a wonderful invention and protect us from said noise pollution).
Having said that, it is possible that you are experiencing a more genteel time at home with your family, (if you’re not exhausted from multi-tasking – running your home and empire AND Junior’s Work programme) and that can allow learners a chance to explore tangential interests and it’s consequently a great opportunity for them to go slightly off track and discover things they are really interested in. We all know this is when the real learning happens, so allow them a little intellectual bundu bashing. (They may develop an app in that time that will make them famous and you rich – more wine!)
Collaboration is one of the fundamentals of 21st century education and even during lockdown it can be achieved via Teams and WhatsApp calls. Our offspring are connected. They know how to crowd-source ideas. One of mine decided today a name change was in order for her next birthday so she threw a few ideas at her friends and bingo she had her new name. (and it wasn’t B-I-N-G-O … now there’s a blast-from-the-past kiddies tune!) So they know how to connect. It’s our job as educators and parents to guide them into using these skills to co-operate on learning tasks the same way they collaborate in their social lives. ‘Phone a friend’ is a good catch phrase to have in your classroom or on the fridge – and it’s not just a phone call – this applies to all those lifelines : teacher, google, friend, parent, asking for clues. Re-watch ‘Who wants to be a millionaire?’ and draw up your own set of lifelines to point them at when they get to this stage. ‘Read a book, search for other resources, make an appointment for a one-on-one with your teacher on Teams, You Tube videos’ – all of these are important. YouTube may well replace tecahers one day – you can learn anything on there. My eldest son watched something on ‘how to escape from a hijacking’ and it worked two weeks later when someone started shooting at a traffic light. You can learn a lot from the Tube, not least of which is how to research.)
By this time of the day, you may have your wine in hand and all you will have to do is wave your glass at the fridge to point out the ‘Phone a friend’ options.
I have always believed that a ‘lazy’ teacher is an effective educator if he is steering his students into self-discoveries and can be a profound influence on his charges. (I use the word ‘lazy’ hesitantly and for effect because I mean it in the sense that he doesn’t spoonfeed his pupils with dished up answers on the set platter of pretty notes and worksheets. In fact much time and forethought goes into planning a lesson that requires the children to do – to struggle, engage, chew on the pencil (not the stylus please though), scratch heads, stare into the vistas of space, doodle, cross out and keep trying. That is facilitating discovery. That is teaching).
Collaboration through peer-learning is important to facillitate – it empowers both teacher and learner and encourages empathy and altruism, qualities that are in rather short supply. Suggest siblings help each other, while you finish your own work (or wine).
You have almost summited the mountain if you reach the point that a child is thinking ‘I am getting there.’ This is that heady moment when a learner picks up the pace, and feels the adrenalin of final summitting the Everest of his subject. This is self-belief and is so vital for self-esteem. This is where the teacher/parent is the cheerleader, the folks back home waving the flag of support. So, don’t rob them of this high by giving them the answer because next time they will expect you to do it again. This is when you tell them they are fabulous and you knew they could do it; when you paste their artwork on the fridge/wall outside to motivate passers-by like my neighbor did with her daughter.
Give them that buzz of accomplishment and let them own the ‘Eureka moment.’ Because next time they will jump into the pit more eagerly because they know they can do it and they will need you less and less and eventually, if you are very lucky, and lockdown ends, they’ll leave home, buy you a wine farm and support you in your old age… because you taught them to solve problems on their own. School is a place and time to prepare you for life and let’s face it life is hard!
You will have taught them to think.
And you gave them an even greater gift: confidence to do it all again.
So that is the secret from the oracle today:
When it all gets too much for you, tell them to go and jump into the pit…. and resist the urge to bury them in there. If you’ve done your job right, they’ll find a way to dig themselves out anyway!
I am in lockdown in a nice safe, middle-class suburb, which unfortunately allows me to be locked away from the reality of my neighbours’ lives down the road in Dunoon, no matter my lefty leanings. Some days I forget why we are even in lockdown because I am so busy I don’t see the news.
Because we are only travelling the short distance to the shop once a week or so, not seeing the suffering of the shack-dwellers on the other side of the railway line, and not encountering and engaging with their reality at the moment, we run the risk of living purely in our TikTok-challenge, foodies-Instagram; and meandering-mindless-meme feeds (no matter how clever or funny they are), stuck in a sort of rarified closed-system that is incestuously self-centred.
Similar to the way the algorithms on sites like Facebook and other platforms control what we see on our newsfeeds and screens, based on what we search for, making us run the risk of receiving only information that corresponds with our world view, like a kind of inbred feedback system, echoing back on itself; so does Lockdown prevent us from engaging outside our socio-economic bubbles, as we live in our own private terrariums.
For example, in my home, the five of us are happily co-existing in our individual work hubs. The Maestro and I are focused on the work of our two schools, me at my window desk in our bedroom and him galloping between his piano in the lounge and his laptop in his den.
Caitlin, as an accounting trainee for one of the major accounting firms in South Africa, continues to do her number magic (well it seems so to ignoramuses such as me) disturbed only by her mother’s rant at the person who left a sticky hot chocolate spoon to attract flies on the counter (in the middle of an online meeting with her partner! Oops, Mom.)
Shannon’s Art classes continue, albeit in a slightly different form and I hear her mutter that her lecturer’s belief that beetroot and shoe polish are not naturally occurring substances in her home!
Liam is committed to his matric curriculum, delivered via live online classes and project work, earphones perched on his woolly head like a disc jockey. He has been rescued from the evil Edward-Scissor-Hands of the local barber, by Lockdown and alternatively yells expletives to his brother as they game themselves out of boredom. (I hope Caitlin’s partner didn’t hear that!) and exercises the now-fat Mad Lab. Liam has also called in our resident musical expert so The Maestro is guiding his beginner piano lessons – I realise now why learner-pianists are called ‘plonkers,’ although in Liam’s case, it’s more like plinking. (No left hand involved in his music yet!)
We come together at mealtimes or to bully and be bullied into exercise or chores and we talk about – our lives. Then we carry on. There is not enough cross-pollination of thought outside the home. We are not hearing the tales of people struggling to scrap together enough for food with the collapse of the informal sector. And we can’t see its absence either. Because, worse even than during apartheid, we are here and ‘they’ are there. Lockdown has prevented us from seeing the raw need of indigent workers congregating on street corners or bin people rummaging for food.
Liam came to me today though, and proclaimed his disillusionment about the injustices in our society and he wasn’t just speaking about the naked ugliness of the digital divide, exposed so clearly in this time of national crisis. After his Business Studies lesson, he came upstairs and vented about how selfish business is in its ultimate goal only to benefit itself. We discussed the way he can do things differently one day by becoming a social entrepreneur as opposed to a rabid capitalist. I was grateful for that moment in his education where I was able to engage him about the concept of King IV and ‘people, planet, profit’ (in that order!) – see even an English major knows something about accounting principles.
But he also nudged my thinking about how Lockdown tends to make us selfish and drains our generosity of spirit in this closed-circuit living we are experiencing, which has prompted this post. So how can we overcome the tendency to be purely inward-looking at this time?
If you can, contribute towards the SA COVID-19 Solidarity fund. https://www.solidarityfund.co.za/ The State President has just announced there is a massive tax rebate for doing so, if you need a less-altruistic reason.
Call your employees, especially if they live alone. Assure them their jobs are safe. Hopefully you can.
Check out your local neighbourhood pages for community projects like food parcel packaging and mask-making. There are still things we can do.