It’s mid-December, and I know that the Teacher Candidates who began our pre-service program imagined a very different reality than we know today. They were promised a program of teacher-preparation, with placements with Associate Teachers which would prepare them to enter classrooms upon graduation.
Instead, they’ve had to pivot their university courses from face-to-face, to Adobe Connect and Zoom. They’ve missed their second placement entirely, as it was to begin the day that lockdown began in March. And now they are in placements in secondary schools with teachers who have limited experience with Google Meet, PearDeck, Brightspace, and all the other tools of their new remote/hybrid/online classrooms.
It’s one thing to “train” for a job; and it’s another to figure out the job while doing it. Both our Associate Teachers and our Teacher Candidates are in the middle of a steep learning curve, and boy, are they learning!
Some boards have asked teachers to teach fully online. This is the simplest model, and one which our Teacher Candidates have experienced during their third term as students. They have developed a strong toolkit, and have had excellent models in their university professors, and so they’re doing a good job when they land in these classrooms. Their students, however, are novices with the technology, and so they’re having to teach both the course content, and the tools with which to learn.
Some students are in traditional classrooms, but the students are physically spaced, wearing masks, and attending in person for only some of the classes. These students also have synchronous online classes, as well as asynchronous assignments where they work from materials within their learning management system (LMS), such as Google Classroom or Brightspace. Building community, supporting social learning, and monitoring individual student progress is a new challenge.
Many students are in hybrid settings: the teacher has some students physically in the classroom, and the rest of the students online, both at the same time! This requires accessing two very different set of tools, and trying to deliver them simultaneously. Some of the students are able to provide real-time, valuable feedback throughout the lesson, and others are merely muted names on the screen.
The most challenging scenarios I’ve encountered are physical and health education classes, with as few as two or three students in person for a 2.5 hour block, with the rest of the class at home without equipment. They signed up for “phys. ed.” and they’ve ended up having to do a lot more reading and writing than they anticipated.
This move to larger blocks of time was designed to minimize the overlap of cohorts within schools, but they have created learning sessions that are far longer than most teenagers can manage without distraction. I hope that reflection on the part of school leadership might result in new models that permit facility-dependent programs such as physical education, nutrition, construction, etc. to bring more groups into the school to use the space, throughout the day.
I’m hearing from my students that these learning teams of teachers are having to experiment, reflect, and problem-solve every day, to try to meet the needs of their students. Teachers are questioning the use of traditional assessment tools, and worrying that the challenges of slow internet, lack of access to technological tools, and limited support within their students’ homes might be roadblocks to their students’ learning. They are finding new ways of teaching and assessing, and I hope that they will soon begin to share their successes and support their colleagues to adopt these new strategies.
As I conference with my students, viewing them either live in Google Meet, or recorded in their classroom, I am hearing that they are working harder than they ever have. And they are learning more than they could ever imagine.
We are graduating an amazing group of young teachers this December.
Coming soon to a classroom near you!