Listening, Learning, and Leaning into Pandemic Pedagogy

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Abstract

Abstract This article offers a brief account of pedagogical pivots necessitated by the challenges of teaching through the COVID-19 pandemic. We discuss two iterations of a class assignment that emphasized listening in natural spaces, and highlight the student-reported benefits of relaxation, calm, and clarity. Recognizing the need for additional resources to aid with mental and emotional health, we offer this account as a lesson of how we may cultivate spaces conducive to well-being—whether online or in more traditional learning environments.