Masks, Mastery, and Mental Wellbeing: Considerations for Returning to Classroom Teaching

As we return to primarily teaching face-to-face courses this fall, many of us are considering what this transition will mean for our teaching and our students. Will we just wave a magic wand, and return to “normalcy” again? No, we all recognize that it is impossible to simply “return to normal” after so much has changed and as things continue to evolve with the pandemic. What we can do is devise some strategies to deal with issues that have arisen—or may still arise—during the pandemic and consider ways to make the transition back to campus easier for ourselves and our students.

Engaging Students While Wearing Masks

First, we must prepare for the possibility that engaging students will be more difficult than it was prior to the pandemic and remote learning. Many students may have become used to sitting in the “back of the room,” either physically or virtually, and not participating actively in class. Additionally, both you and your students will be required to wear masks indoors which means it may be slightly harder for them to hear one another in discussions and interpreting facial expressions will be much more challenging. Luckily, this list of recommendations for teaching in masks can help you prepare for possible challenges.

Second, don’t abandon all the valuable lessons learned during this pandemic related to teaching. Just because we’re back in-person, we shouldn’t toss out all the digital tools we’ve used in the last year. Students have become accustomed to using Zoom chats, Blackboard discussion boards, and a slew of other online collaborative tools. There is no need to eliminate or stop using these tools in brick-and-mortar classrooms. In fact, these tools may help you to learn students’ names and faces—even while wearing masks in class. These tools can also help students transition back to campus, create additional pathways for class participation, and keep your courses prepared for any future emergencies that could arise. Since both you and your students will be masked during class time, posting an introductory or welcome video in Blackboard Learn will help them to get to know you better. Also, facilitating icebreakers using Flipgrid, VoiceThread or just asking them to share a photograph of themselves in a discussion board, can assist with creating connections and community within the classroom.

Addressing Learning Gaps with a Focus on Mastery

For some students—and for a variety of factors—remote learning was less effective than in-person learning. Keep in mind that these students may not have completely mastered important content and skills in the courses they took during the pandemic. It is imperative that we provide students with essential information regarding academic supports that are available to them early in the term. You may also provide students with a self-assessment or ungraded quiz in order to gauge their understanding of key concepts or skills they will need to succeed in your course. Providing students with a few videos, problem sets, or background readings to activate their prior knowledge or help them “catch up” can also be useful.

Be intentional about checking in with students and assign formative assessments to determine how they are doing. This might need to happen earlier in the course and more frequently than before the pandemic. Using Blackboard to organize and post all your assignments, readings, due dates, and other course materials in modules or weekly folders will also help students stay organized and keep on top of their academic work.

Taking Students’ Mental Wellbeing into Account

Anxiety and mental health challenges have affected many college students during the pandemic, and those entering college as first-year students are not exempt from those same challenges. Providing opportunities for students to express these concerns or facilitating quick “check-ins” at the start of a class will be important to continue this fall. Many students may still be caring for unvaccinated or immunocompromised family members. They may also simply be experiencing a sense of unease in social situations. Other students may be inclined to over-extend themselves socially or academically now that they are back on campus and have higher levels of stress as a result. Share information about counseling center resources and encourage students to make use of them. If you are facing similar challenges, don’t forget that Drexel also offers supports and programs for faculty.

Face-to-face group work might be a bit of a challenge as social skills and comfort levels may have been affected by the pandemic. Students (and instructors) may need time to re-acclimate to group settings, particularly interactive ones. Proceeding slowly and keeping groups small may assist in this transition. Additionally, students may need to “step away” periodically to re-orient to a communal setting. Make sure each group has a leader to moderate group sessions. Informal groups can be very helpful in enhancing social skills outside of the classroom. You might consider assigning students to small study groups so that they can review material with one another or exchange notes if they miss classes.

Finally, remember to be flexible, practice patience, and recognize that there are still many issues that might arise, including the stress that often accompanies transitions. Don’t eliminate the electronic and digital tools you have been using, rather use them to supplement the class. If at all possible, prepare and practice teaching in a mask and using the technology available to you in your classroom before the term starts. These plans can help you adjust to campus teaching, as well as set the stage for positive interactions starting on the first day of class.