Schools responded quickly to last year’s challenges, but now is the time to reassess some educational rethinking and revisiting our priorities. The education landscape is in a constant state of transformation. As the world evolves, it is a professional, ethical and ethical obligation for teachers to reconsider and rethink approaches to teaching and learning. We live in a global society where student needs are constantly changing.

As learning is an ongoing process, educational practices need to be improved and questioned over time. When we collaboratively develop a clear vision and focus on our purpose, the journey leads to Flexible. And promised paths that embrace innovative and creative approaches to teaching.

According to Simon Sinek, author of the New York times bestseller starts with why, When we are given a clear destination, we use our creativity, our sense of innovation, and our problem-solving skills to overcome obstacles and arrive at the destination. We have been through since the pandemic began, now may be the time to see what really matters in an effort to gain clarity.

Rethinking and Revisiting Our Priorities for Next Year:

1. Sign in Before the Content

We know that connecting with our students is a priority. However, as we think about the pandemic, many would agree that building relationships and building communities was a big challenge. These are extreme conditions and the constraints were excessive. So how do we proceed? Here are some thoughts and strategies.

• Could we create expectations together? This empowers students and creates buy-ins. We can also review regularly to make sure everyone’s needs are met.
• How can we focus on individual connections and be purposeful in the presence of the teacher to build respect and relationship? Effective practices include sharing yourself. To have a positive view without conditions. And have frequent, high-quality communications and comments.
• How can we enhance peer-to-peer connections? Discussion forums and other collaborative spaces (online and offline) allow students to co-construct meaning. Then we can also provide opportunities and opportunities from peers.
• How can we integrate social and emotional learning (SEL) practices? The use of welcome rituals, attractive strategies, and optimistic closing are the three distinct practices that do not take much time and can have a big impact.

2. Acceleration Not Recovery

Less is more. And when we say Less, it doesn’t mean less austerity. The reality is that this great upheaval is our chance to rethink structures and redefine roles. We can prioritize standards, stay focused on critical content, and cultivate specialized students. Think about ways to reexamine learners’ power to learn, learn, and relearn:

• What mentalities, contexts, and practices remove the barriers and allow us to meet the needs of all students? For example, universal design for learning (UDL) and cognitive learning is about optimizing teaching and learning through design parameters. We can use them both to create meaningful and inspiring learning opportunities.
• How can we reverse the script when required? Often it is the teachers who ask all the questions. Using a protocol such as the question formulation technique, we can enable students to develop high-quality questions and think critically.
• Could we design for voice and choice search? Using an approach such as discovery, discussion, demonstration gives students the opportunity to explore content before instant teaching and offers opportunities for students to make sense through communication and collaboration with their peers.

3. Review the Success Criteria

We can no longer maintain all the traditional valuation systems of the past. We have the opportunity to create criteria for fair success that are valued by every student who exceeds the limit. It is time to reconsider universal approaches to curriculum and assessment taking students into account holistically.

These thoughts can motivate students to take responsibility for their own progress by maximizing their spiritual, social, and emotional development. Here are some ideas to keep in mind when reviewing success criteria:

• Could we base our success criteria on the five (SEL) skills developed by collaborative for academic, social, and emotional learning (case)? Schools can create better learning environments where students have the opportunity to thrive inhumane ways. Assessment can be more comprehensive when it keeps students’ social and emotional well-being at the heart of the decision-making process.
• We must explore our personal prejudices and act as mirrors of goodness and empathy. Relationships that maintain relationships at then the center will create conditions that create a deeper curiosity for learning and will release the experience that exists in every student and teacher.
• How can we involve students in co-creating goals and using patterned rubrics to build clear criteria for success? The valuation is not stagnant. It is a continuous and visible process in which teachers and students must participate in a collaborative and continuous way.
• We can provide multiple ways of understanding by gathering evidence, reflecting on skill levels, and communicating how success can be for each student.

Now is the time to work with all stakeholders to create a new vision for teaching and learning. Knowing our destination, we can move forward to reconsider and then reconsider our rethinking and revisiting our priorities to create our own course.