The End of an Educational Experiment . . .for now

“What a long strange trip it’s been.”–Jerry Garcia

“Dear Ms. Hill,  Thank you for all of your hard work and patience.”

This was a one-sentence thank you note I received from a student in advance of the end of the academic school. I appreciated his sentiment and reflected over what I now think of as the “pandemic years of education”.  These past two academic school years have certainly tested teachers’, students’, and parents’ abilities to practice patience–both within ourselves and with one another in the educational community.  It forced all of the involved stakeholders to work in ways for which we were not prepared, and it stretched us to new limits.

As a middle school, 6-8 Reading Language Arts teacher, I have read countless student journals expressing their feelings of fear and uncertainty when the pandemic first began, their high levels of anxiety as well their feelings of isolation during their time in quarantine, their feelings of frustration during day-upon-day of virtual learning, and their exaperastion when dealing with glitchy/malfunctioning wifi or frozen devices.  Despite all of the pandemic educational vexations, students also wrote of their newfound appreciation for the value of the in-person community that schools foster.  Nonetheless, the scars of this experience, I fear, will remain with many of our students for years to come. 

“Reduced learning time has likely impeded student learning and also affected the development of the whole child.”–Economic Policy Institute

Meanwhile, when reflecting upon this pandemic experience with colleagues, both in the public and private school setting, many reflect upon the multiplicity of issues and/or frustrations, depending upon their unique school community.  Pedagogical adaptations seem to have been one of the major challenges often stated by the educators due to virtual learning, shortened school year, and/or hybrid learning.  Then, there were forced adjustments to instructional delivery in order to balance the engagement of virtual students while simultaneously instructing and attending to the needs of in-person students. This demanded that teachers refine and adapt instructional plans–often on-the-fly if there were wifi issues–in order to best facilitate student learning. Additionally, curriculum was often gleaned to the most essential learning objectives and standards also due to a shortened calendar year and/or class time and, in some cases, to allow for additional time to address the social/emotional needs of the students. Meanwhile, administrative tasks seemed to double with an endless supply of emails, on-line grading, and a multitude of spreadsheets and documentation monitoring student attendance, progress, or lack thereof.

Looking back over this experience, I feel as if I am standing on top of one mountain peak, but I can clearly see there are more summits to climb in the coming academic years.  From my current apex, I can tell you this.  Teachers and students should not judge themselves too harshly as this school year winds down.  Virtual teaching and learning during a pandemic was hard–plain and simple.  Students and teachers alike, across the country, were asked to exit their respective schools on March 13, 2020 with all of their personal/professional supplies and no preparation.  Then, on Monday, March 16, we were exhorted to embark on what would, at this point in my 30-plus years as an educator, be the most dramatic educational paradigm shift I have experienced that continued throughout the summer months of 2020 and on into the 2020-2021 school year for which we are now wrapping up.

One thing is for certain, the pandemic compelled teachers and students alike to establish a strong foundation in the employment of technology for educational purposes. The downside of this is that we also learned that technology is dependent upon access to wifi, devices that work, and equal access for all students to reliable devices and internet access.  While I was blessed to work in a school that offers equal access to devices (although our local wifi provider had MUCH to be desired), that was not the case for all schools.  Additionally, even with working devices, the importance of reliable internet service came to the forefront of the educational world as I witnessed in my own school.  As a teacher who committed to operating paperless during this school year, due to virtual learning, my students and I, very quickly, had to learn how to be incredibly patient when there was no service, certain platforms crashed, or devices simply froze. Which leads me to another lesson.

The last day of school for 1st period, 8th grade, Reading Language Arts students, for 2020-2021, whether in-person or virtual. Eventually, all but one student, returned to the classroom.

“It’s (COVID) taught us that technology can be wonderful, but it will never replace the value of people in safe but rigorous learning spaces talking, playing, and working together.”–Brad Olsen, Senior Fellow in the Center for Universal Education

The importance of local communities, administrators, teachers, students, and parents valuing and supporting one another cannot be overstated. Communities witnessed, very quickly, that not only do schools provide an education for their children, but they are also a reliable source of childcare that keeps children safe, fosters their social development, and supports their emotional and physical well-being.  Meanwhile, administrators, teachers, and students discovered the importance of the synergistic experience that happens with in-person classroom learning. While the remote learning model worked–and will probably continue in certain circumstances–there are real educational, social, and emotional benefits from interacting on-site with one another within the structured periphery of a school setting. 

The last day of school for my 8th grade, second period, Reading Language Arts class for 2020-2021, at times, many were virtual, and by the end of the year, all were in-person

“COVID-19 highlighted the essential role of child care for children, families, and the economy, and our serious underinvestment in the care sector.”–Daphna Bassok, Nonresident Senior Fellow in the Brown Center on Education Policy

While I have no doubt, next year will bring the educational system continued challenges from the lingering effects of this pandemic, I believe, overall, we have the ability to face them with an even greater capacity of compassion and empathy if we heed its many lessons.  The pandemic, it seems to me, has reinforced why it is crucial for the community at large to listen to the needs of educators, parents, and students.  It has given local leaders an opportunity to reflect upon the critical role of childcare and its contribution to the fiscal wellbeing of its community.  Likewise, the educational system must continue to rethink and adapt instruction in order to better facilitate student learning while continuing to cultivate ways to meet the emotional and physical needs of children, caregivers, and educators.  One-size does not fit all when it comes to technology, education, and childcare, but all affect and influence the successful functioning of the communities at large.  

In the end, I circle back to what my student simply wrote.  Thank you to the many who extended me patience through what has been one, if not the most, challenging 15 months of my career.  Many have granted me grace in moments of extreme stress and emotional duress, and for those unnamed moments, I am eternally grateful.  Here’s to summer break, and a fresh start on the coming school year.  May schools blessedly remain open.

First period class clowning around on their last day of school which was also a dress down day for their last day of 8th grade.
Second period, 8th grade, striking a pose on their last day of 8th grade which was also a dress down day.

Teachers are Heroes with Heart

If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.”– Chinese Proverb

Photo by Christina Morillo on Pexels.com

“Thank you, Teachers,” the sign read on the side of the road. 

Wait, what?  I couldn’t help but think.  Really?  It took a global pandemic to inspire appreciation for educators.  Hmm . . . 

I suppose that is how those who work in the medical field and first responders feel.  After all, like educators, those drawn to and working in the healthcare industry, by and large, have always been effective, efficient, and caring individuals. Naturally, praise was given to medical providers from the very beginning of the pandemic–and rightly so!  They were putting their own lives on the line while attempting to quell the flames of a ravaging wildfire sparked by a virus for which there was a dearth of knowledge.  Story after story would reveal the suffering and agony of the front line caregivers and their patients.  My heart, as well as those in my field, ached for those professionals, and we felt grateful for their long suffering service.  And yet, there was one question that continually niggled my mind . . .

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“Teaching is the one profession that creates all other professions.”– Unknown

Who were the early influencers of these various professionals that make up the health field?  Who taught them to read, write, and think mathematically?  Who helped to shape and foster their curiosity, their work ethic, and their quest for knowledge and understanding?  To be certain, parents are the first, most important, and long-lasting teacher in any child’s life.  Additionally, there are often other relatives that influence and impress a child, but guess who often spends more time with a child day-in and day-out?  Teachers.

It takes a big heart to help shape little minds.”– Unknown

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This past March (2020), many teachers across the country, as well as at a local level, were told on a Friday to get their students ready.  Educators directed students to pack up all of their personal belongings, textbooks, notebooks, personal implements, and any other necessary supplies.  Furthermore, on this same fateful day, schools–like the one in which I work–who were fortunate enough to have the resources, also directed teachers to quickly allocate technological resources to students who thought they might need one at home.  Those districts without these assets were rapidly scrambling for funds in order to likewise provide technology for students.

Once students were sent home with their overburdened school bags, teachers were likewise told to quickly gather what they thought they would need to teach from home.  Additionally, teachers were swiftly conferring with one another and administrators as to the types of resources available throughout the school that could be used to make teaching from home work.  Cobbling together this and that, gathering our own bags of wares, like ants marching in a line towards their hill mount, teachers exited the school on that pivotal Friday with the understanding that we were to be up and running as an online educator by Monday. Like a boulder plummeting onto US Rt 52, the dramatic educational paradigm shift had begun.  It was time to put on our proverbial hard hats and head into the construction zone.

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“Teaching is the greatest act of optimism.”– Colleen Wilcox

News, gossip, and directives swirled around like flaming ash from a distant brush fire.  The heat of how to get virtual school up and running amidst worry about safety, closings, quarantines, supply shortages, deaths, headlines, and the never ending chain of one email after another compounded to the ever-building fear, anxiety, and sense of uncertainty.  One thing was clear, however, teachers would be there for our students and for one another–no virus was going to stop us.

By the time Monday rolled around, teachers had students enrolled in virtual classrooms–our school used Google products, but other platforms abounded in other school districts.  We communicated to students through the virtual classroom and through virtual meetings.  The technology was imperfect and full of glitches and hiccups, but students and teachers forged through each and every challenge thrown our way.  In a way, educators were pupils once more, learning right along with our students, relying on part innovation, part intuition, and a whole lot give and take via virtual forms of communication.

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The art of teaching is the art of assisting discovery.”– Mark Van Doren

Together, with our colleagues and our students, educators made many new discoveries about technology and pedagogy as well as how to tap into our creativity.  We had meetings with one another in which mutual tears were shed for the loss of “how it used to be,” but more often, the focus and concern was for students’ well-beings and how to best provide for their needs–both educationally and psychologically.  Additionally, there were a multitude of professional development virtual meetings in which we listened intently, scrawled notes, typed our questions in chat boxes, and discussed with one another in virtual breakout rooms.

This is not to say that they weren’t frustrations, nor am I trying to imply it was a perfect, seamless transition of rainbows, butterflies, and magical, mythical unicorns.  It was not.  Students would not show up to class meets or not complete their work.  Administrators asked for a multitude of documented records, such as, individual missing student work, student needs, staff needs, ideas for improvement and future planning–spreadsheet after spreadsheet and list upon list.  Towards the end of April, there were so many lists, spreadsheets, and schedules that it was easy to overlook one or another, and I certainly had my fair share of oversights.  However, I wasn’t the only one, and the compounded effect sometimes led to flared tempers, quiet resentment, or virtual words of implications–albeit, never for long.

Plus, there was the learning curve.  Educators were continually encouraged to be flexible and foster an attitude of expansive and forward thinking.  For those teachers possessing a technologically nimble mindset, this was a Montessori school of experience, full of opportunities to explore, expand, and engage.  For those of us with less technological deftness, it was like being asked to wake up each day and start walking in the opposite direction of fast and furious freeway traffic, leaving our brains often feeling short-circuited as our work day grew longer and longer.  However, regardless of which side of the technology tree one fell, a new phrase emerged from this experience, “COVID taught me this,” and together with our educational peers across the country, we emerged stronger and more resilient.

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Education is the most powerful weapon which you can use to change the world.”– Nelson Mandela

Educators are persistent, tenacious, kindhearted individuals who spend their own money, their own time, and give freely of their own hearts to students each and every day.  We did this before the pandemic, we are continuing this now, and we will likewise do this after the reign of COVID.  Teachers matter, with or without COVID–just as those in the health professions matter.

Recently, I overheard a confident middle school student reporting to a peer that women tend to choose low-value degrees, like teaching.  

“They choose not to make money,” he exclaimed, “because they don’t want to do the hard stuff like be a doctor or lawyer.”

I am not sure where or how he came to this conclusion, and perhaps he will always feel that way about my chosen profession.  Regardless of his sentiment, I, along with my colleagues (and my husband–who also happens to be an educator), will continue to work to educate him along with his peers–no matter what life throws our way, in spite of our so-called, “low value” degrees.  This is because we know the truth, and now it appears, based upon that sign alongside the state route, the word is spreading.