Brick by Brick: Why Parents are Going to be Key to Distance Learning (186)

The Truth is, No One Knows 

Every time I read an article about what is to come for education in the fall, I feel more unsettled. There are no definitive answers. States have mandates, districts have requirements, parents have hesitations. Teachers have reluctancy, but a strong pull towards their classrooms. Educators did not enter the profession to be behind a computer screen. 

We see our classrooms as our second homes, and we have been missing them dearly.

There are many articles on why we should distance. More on why we need students back in school. There are studies on the effects of missing school, the results of a deficit- of a gap, in learning. There are more on the loss of social interaction, peer collaboration and active learning. We are at the precipice, looking downward at the vast quagmire- one where other people are making the decisions. We are at their mercy.

I have heard and read many stories of teachers retiring early or plain quitting from uncertainty and fear. I have spoken to parents and while most want their children back in a classroom, many want to keep them home- but do not have the time to monitor them, as they traverse the on-line distancing path. 

The Bridge Needs to be Built

Parents I spoke to, expect teachers to be available to conference call 24/7. That believe they can have their children learn from home and not have to participate in the routine, of their school day. (Yes, this was a response of many I spoke to). I was a little dismayed to say the least. We are good at what we do, but we are not all knowing and we will need parents to help if distance learning is going to succeed.

My response to all of the parents I spoke to- there are many things teachers do to foster independence, self-advocacy and to engage and motivate students in the classroom. Not all of our strategies will translate into distance learning, however. We will need parents help to implement new ones- because a child home learning will need another layer of support- in person, face to face contact, that if they are home, we cannot provide.

We can provide an open dialogue, technology support, mindfulness and SEL discussions. We can provide hands-on learning with supplies we can send home in advance. We can create lessons that go beyond computer screens. We can engage them with video clips, web quests and articles of substance. We can get them writing blogs and creating podcasts.

We can integrate math, science, art, engineering, history, and culture. We can be present on screen for them to have meaningful conversations with. We can give them frequent feedback. We can be listeners and observers. We can ask for them to step outside their comfort zones and try new things. We can give them choice. Let them demonstrate their knowledge in a myriad of ways. We can be their mentor, coach, and guide.

But if they are learning from home- this will look different. We will be working from confines of distancing, both physical and social. 

Brick by Brick

We as educators will transform our classrooms to include Zoom and other web-based communications systems. We will keep a connection with every student, talk to them, ask them questions, build a community of learners where they feel safe and comfortable to push the boundaries. But it will be different. It will feel different. 

But we will work harder to make sure it is successful. Because that is what we do.

But we cannot do it alone. If we do not have the support of parents, this will not be successful. If we do not guarantee a device and access to the Internet- the system will fail. If students are only monitored on one end, many will fall through the cracks and we will lose their attention and motivation. Their engagement requires contact and if they are roaming gnomes rather than focused learners- the system will fail.

This is why moving forward if hybrid or full distance learning is adopted- parents have to take a more active role. Teachers are constantly planning, grading, giving feedback, talking one on one, talking to the class as a whole, planning more, creating reinforcement, enrichment, and reteaching activities. We are attending faculty meetings, grade level meetings, team meetings and parent/teacher conferences. We are juggling many things at the same time- while parenting ourselves.

Above All Else, Embrace for Turbulence

I do not know what my district will do. I know we will have some form of hybrid. Some in school days and others stay at home days. Class sizes have to be 50% capacity, so that means a split of classes at home and in school. But we cannot be in both places at once. So, how is that going to work? How can we keep the level of attention with half of our students a day being at home and half in our classrooms?

So many questions. Concerns, fears and reluctancies.

Every teachers comfort level is different. Every teacher has their own fears and reluctancy. But for me, I want to be in the classroom, connecting with students, seeing them every day. Using my makerspace, tinkering, and designing. 

Being way more digits- hands on, than digital- as I have been in the past. Taking the personal- videos, reading, writing, and having that be done at home, while the active learning labs and lessons be in person. We need a balance. I need that balance.

I hope that a balance can be found. 

A balance where students and teachers are safe but are learning and building a community. Where parents are along side us in many aspects, more so than in the past. Because at home learning needs support at home, as well as from teachers. 

Education is all about community, peer interaction, and student relationships. Parent and teacher relationships, teacher and student relationships and student to student relationships.

These deep, indelible relationships begin and are forged within a classroom setting. I just hope we get to have them, that is why we entered the profession in the first place. It is the reason we stay. It is why I will stay. 

Everyone will decide what is best for them. There will be options, thank goodness.