The COVID-19 Pandemic presents a unique set of challenges as we work to continue teaching and learning in the midst of a shared crisis. The processes of sharing and acquiring knowledge that define pedagogical practice, though, is so much more than the sum of the “whats” and “hows” of teaching practice. As we consider how best to remain rooted to pedagogy within the confines created by the Corona Virus, the fusion of present-focused awareness and dialectical theory that is central to Dialectical Behavior Therapy (DBT) provides a framework through which to respond to uncontrollable circumstances with both acceptance and change. The core DBT skills (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness, and Walking the Middle Path) provide tools with which to maintain best-practice teaching expectations while also making room for the impact of a crisis on both teaching and learning. Remaining flexibly rooted in pedagogy allows instructors to extend their best practices outside of typical learning environments and to consider how best to support students and selves in continued learning and growth throughout trial and uncertainty.
Shea, L. (2020). No Perfect Syllabus for Distance Learning: DBT Skills for Deciding How to Teach Throughout Uncertainty. Pedagogy and the Human Sciences, 7 (1). Retrieved from https://scholarworks.merrimack.edu/phs/vol7/iss1/10