By David Nurenberg
As a teacher preparing to begin an unprecedented new school year in the shadow of the COVID-19 pandemic, I have been consumed with reading, and writing, tips and best practices for online and remote education. Preparing for this new world alone is an enormous task for teachers already grappling with all the other stresses of this time. But as September draws near, I am feeling even more nervous, and even less prepared, about how to conduct in-person education in this new climate.
The federal and state governments are requiring schools to develop plans for both full and partial/“hybrid” returns to school. That means teachers’ plans for setting up our classroom must account for disinfection and hazardous material handling. We must somehow figure out how to conduct class activities without ever bringing students closer than 6 feet from one another, how to conference with students or intervene in discipline situations from that distance. We have to figure out how to cover required content and meet student learning goals when classes might be meeting only half or one-third as frequently. We must include, and teach, entirely online and remote versions of every lesson for absent students, find ways to catch up students who miss large amounts of school, and figure out how to emotionally support anxious students – and ourselves.
Continue reading “There should be no “best practices” for in-person teaching during COVID-19 – because it shouldn’t be happening”
By Sharon Kunde
Teachers are currently closing out the school year and laying the groundwork for the next. But there is, of course, a problem: none of us know what kind of situation we’ll come back to. While school districts and teachers’ unions discuss physical conditions that might make in-person teaching possible (things like reduced schedules, classroom sanitization, extra buses), it remains likely that many of us will use online instruction, either in a blended or intermittent fashion.
In the face of these uncertainties, teachers can prepare this summer by thinking broadly and flexibly about their educational goals. What follows are four guidelines for designing curriculum plans for new and shifting teaching circumstances.
Continue reading “Preparing for 2020-2021, When There’s No Way to Know What to Expect”
By Jonna Kuskey
To say the 2020-21 school year will begin a little differently than most is an understatement. Public health experts have indicated schools may still be dealing with the effects of the pandemic in the new year, which means more remote and online learning may be on the horizon, and we need to be ready if that occurs. We also need to be ready for the COVID-19 slide, much like the typical summer slide, only steeper. A study by Kuhfeld, et al, “Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement,” projects students will begin this year with “approximately 63-68% of the learning gains in reading relative to a typical school year” and 37-50% in math.1
Continue reading “The Effects of COVID-19 Are Not Just Academic: Preparing for Reopened Classrooms”
By Debbie Zacarian and Becki Cohn-Vargas
As one school year ends and we plan for the next, we see the glaring inequities that the pandemic has amplified, and we recognize that steps must be taken to address them. Beyond adopting new guidelines for hygiene and reducing our schools’ exposure to potential infection, it’s urgent that we focus as much if not more attention to an inclusive paradigm of schooling. This calls for a renewed focus on the global wellbeing of students. We propose four guiding principles:
Continue reading “As Schools Reopen, A New Inclusive Paradigm is Needed”
By Peter Smagorinksy
Republished with permission from The Atlanta Journal-Constitution
Mental health has emerged as a critical social and educational topic during the COVID 19 crisis. My contact with my University of Georgia students throughout the shutdown has found many of them struggling with mental health issues. Many of them had pre-existing conditions of anxiety, depression, and other mood and neurological challenges that were ramped up by their return home.
The home is often celebrated as a sanctuary from the world’s ills and evils, but many homes are very insecure. Some of my students left their college dorms for homes characterized by abuse, alcoholism, crowded quarters, anxious and frustrated parents, and other sources of stress and fear. Others developed anxiety and other challenges when cut off from friends and social lives and forced into baby-sitting or home schooling duties with their younger siblings by parents who were deeply stressed by demands of their own.
Continue reading “Pay more attention to mental health than to test scores”