how do you prepare for learning in this new normal set-up of education
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In the new normal, all schools will have blended or purely on-line courses. Training in using teaching and learning platforms will be available for both teachers and students. ... Because of the Covid-19 movement restrictions, “the DepEd has been encouraging students to continue their learning online
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We are all tired of being locked-in inside our homes due to the COVID-19 pandemic. Whether we are a teacher, administrator, student, or parent, we can’t wait for school to open up and things go back to normal, right?
Wait … what “normal” are we talking about?
The pandemic and physical distancing provided an opportunity to re-evaluate our lives in many ways. For those who had always been busy with little time for families, we learned that too much togetherness could create conflicts. For those who were successfully managing time at work had to redefine productivity while working from home. For schools, too, issues that we never had time to address before could no longer be ignored, and before we come back to school (in the physical sense), purposeful preparation for “the new normal” is necessary.
Old Problems Surfacing in Physical Distancing
A teacher is feeling anxious to meet the students again who had practically disappeared in distant learning. Students who come from a U.S. sub-group (e.g., POC, single-parent households, low-income communities) learn very early on how their home experiences are different from their classmates’ and teacher’s, and they become gradually silenced in schools. Through racial-socialization, they learn not to speak up, do the expected minimum, and find elsewhere (outside of schools) to express themselves. Distant learning did not make them disappear from academic settings, rather, they had been gone cognitively and socially long before that. The distant learning only made the absence more visible to the teachers.
An Asian-American middle schooler is wondering if her friends still like her after hearing about racial harassment against Asian-Americans. The subtle and nuanced racism has always been an undercurrent in U.S. schools, and microaggressions were everywhere. COVID-19 did not create the prejudice against Asians, but simply amplified it. If not treated explicitly, the confusion students bring back will become a barrier to creating a new community.
A middle-class parent is frustrated about the low academic rigor revealed during distant learning. The schools may attempt to explain how the sudden change with virtual instruction led to unengaging content. But for those of us who have worked intimately with schools, we know the problem had existed before, too, that students spent the majority of their school days working on simple worksheets and solving the same 20 problems (of minor variation) to get the “A”s. As teachers, we felt we never had time to make changes. Distant learning did not make school learning unmotivating, it only brought parents’ attention to it.
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