Product of the Environment

hen her four children’s schools switched to remote learning, former pre-kindergarten teacher Latrice Floyd knew that in order for to successfully work and for to learn, the household would need structure. So she transformed the living room into a classroom for her fourth- and sixth-graders, set up a learning area in a bedroom for her eighth-grader, and arranged another area in the back of the house for her 10th-grader. She brought in two desks and filled them with school supplies and sensory toys for her children with ADHD. Floyd went further than just providing the basics: She hung educational posters and calendars so the kids would feel as if they were in school. In addition to décor selected for each child’s interests (e.g., an anime-themed calendar for one son), each student worked at a space personalized with a water bottle, class schedule, and even pictures of their teachers. “My teenagers are ,” Floyd says, “but they do love the lava lamp.” The young Floyds’ makeshift classrooms seemed to help them focus, and they easily found passwords and assignment due dates and knew their responsibilities for each day. But, Floyd says, the new environments were not immune to WiFi issues, Google Classroom mishaps, and meltdowns. Parents have to make the most of this time and be patient but remember that they’re not alone, says Floyd: “Do not hesitate to reach out to your child’s school if you need resources, supplies, or just a listening ear.”