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The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/770423176\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>First, the end:\u003c/p>\n\u003cp>\"Please be kind to one another. That's all for today.\"\u003c/p>\n\u003cp>So closes the middle-school top-prize winner of\u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\"> NPR's Student Podcast Challenge\u003c/a>. World, meet The Dragon Kids.\u003c/p>\n\u003cp>That's the moniker of an afterschool podcast club at PS 126/Manhattan Academy of Technology, located in New York City's Chinatown neighborhood. They are sixth-graders Leo Yu, Angelo Chen, Becky Liu, Si Chen Xu, Zoe Jiang, Nicole Zheng and tenth-graders Joyce Jiang and Amanda Chen. Their winning podcast, \"\u003ca href=\"https://soundcloud.com/karin-patterson-148776835/masked-kids\">Masked Kids\u003c/a>,\" is both a time capsule and a cautionary tale about life in the time of the coronavirus.\u003c/p>\n\u003cp>Now, the beginning:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pod starts gently, interweaving innocent, COVID-inspired vocabulary lessons in Mandarin — think \"mask\" and \"sneeze\" — with safety tips that needed repeating back in February and March, when the students were writing and recording: Wash your hands with soap and water \"and remember to cover your mouth and nose when you cough and sneeze into your elbow. The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/770423176&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/770423176'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "5 Radical Schooling Ideas For An Uncertain Fall And Beyond",
"title": "5 Radical Schooling Ideas For An Uncertain Fall And Beyond",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Radical+Schooling+Ideas+For+An+Uncertain+Fall+And+Beyond&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Lainy Morse is an essential worker who has been out of work since the middle of March.\u003c/p>\n\u003cp>She teaches preschool and ordinarily provides a vital service for working parents.\u003c/p>\n\u003cp>\"Without us, moms [mostly] can't go back to work,\" Morse says.\u003c/p>\n\u003cp>The Portland, Ore., school where she works is temporarily closed but may reopen as an emergency child care center. Morse dreads the idea of going back to a classroom filled with 2-year-olds who don't understand hand-washing, let alone social distancing.\u003c/p>\n\u003cp>\"They always have snotty faces,\" Morse says kindly, noting that many of her students also spend time with elderly grandparents. \"It just feels like an epicenter for spreading disease. And it feels really scary to go back to that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lainy Morse is an essential worker who has been out of work since the middle of March.\u003c/p>\n\u003cp>She teaches preschool and ordinarily provides a vital service for working parents.\u003c/p>\n\u003cp>\"Without us, moms [mostly] can't go back to work,\" Morse says.\u003c/p>\n\u003cp>The Portland, Ore., school where she works is temporarily closed but may reopen as an emergency child care center. Morse dreads the idea of going back to a classroom filled with 2-year-olds who don't understand hand-washing, let alone social distancing.\u003c/p>\n\u003cp>\"They always have snotty faces,\" Morse says kindly, noting that many of her students also spend time with elderly grandparents. \"It just feels like an epicenter for spreading disease. And it feels really scary to go back to that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reflections On A Lost Senior Year With Hope For The Future",
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"content": "\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teachers Want Emergency Distance Learning Improved",
"title": "How Teachers Want Emergency Distance Learning Improved",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A School on the Rise Sees Progress Halted by the Pandemic",
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"content": "\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Jason Beber joined John Q. Adams Middle School as its principal in fall 2018, with a mandate to turn around the struggling school. In his first year, the school’s rating improved to a C, and student behavior and teacher morale improved too. But with the coronavirus pandemic, that academic progress is threatened.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Survey Shows Big Remote Learning Gaps For Low-Income And Special Needs Children",
"title": "Survey Shows Big Remote Learning Gaps For Low-Income And Special Needs Children",
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"content": "\u003cp>Four out of 10 of the poorest U.S. students are accessing remote learning as little as once a week or less, according to a new survey from ParentsTogether, an advocacy group. By contrast, for families making more than $100,000 a year, 83% of kids are doing distance learning every day, with the majority engaged over two hours a day, the survey found.\u003c/p>\n\u003cp>The nation's schools shut down in-person learning in mid-March, and only a few states, including \u003ca href=\"https://co.chalkbeat.org/2020/4/22/21232151/colorado-coronavirus-school-closure-classsroom-instruction\">Colorado,\u003c/a> \u003ca href=\"https://www.npr.org/2020/05/07/851447550/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">Montana\u003c/a> and \u003ca href=\"https://www.the74million.org/article/as-covid-keeps-most-schools-shuttered-for-the-rest-of-the-year-a-growing-number-in-wyoming-and-montana-partially-reopen/\">Wyoming,\u003c/a> have experimented with opening classroom doors since then. From the beginning, experts in distance learning \u003ca href=\"https://www.npr.org/2020/03/23/820228206/6-tips-for-homeschooling-during-coronavirus\">warned \u003c/a>that it can magnify inequities, with the most able and highly advantaged learners humming along while learners who need more support fall far behind.\u003c/p>\n\u003cfigure id=\"attachment_55977\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55977\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/parentstogether-graph-promo-b234e7f990f6184528b55702e8e9684384a7aa6e-e1590648315295.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Kids from low-income homes are three times more likely not to have consistent access to a device. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>ParentsTogether, in its survey of 1,500 of its members across the country, discovered big gaps — both by income levels and between families with and without children in special education. The online survey wasn't a scientifically weighted sample, but it was geographically, racially and socioeconomically diverse.\u003c/p>\n\u003cp>Similar to what other surveys have found, the lowest-income parents, making less than $25,000 a year were 10 times more likely than families making six figures and above to say their kids are doing little or no remote learning (38% vs. 3.7%).\u003c/p>\n\u003cp>Some other survey items give clues as to why that might be true.\u003c/p>\n\u003cul>\n\u003cli>32% of the lowest-income families say their students either don't have a device or have to share it with others such as siblings.\u003c/li>\n\u003cli>11% said their schools didn't offer any distance learning materials. That compares with only 2% of the highest-income households who said the same.\u003c/li>\n\u003c/ul>\n\u003cp>Perhaps not surprisingly, parents from low-income homes, whose children are mostly attending public schools, give remote learning low marks.\u003c/p>\n\u003cul>\n\u003cli> They are twice as likely to say remote learning is going poorly or very poorly (36% vs. 18%).\u003c/li>\n\u003cli>They are much more likely to say their kid's work is mostly or entirely busywork (35% vs. 19%).\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_55984\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55984\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85.png\" alt=\"\" width=\"700\" height=\"630\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85-160x144.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Parents from low-income homes are 10 times more likely to say their kids are doing little or no remote learning. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[aside postID=\"mindshift_55608\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/03/iStock-1084854150-1020x680.jpg\"]\u003c/p>\n\u003cp>And they're worried about their children's futures.\u003c/p>\n\u003cul>\n\u003cli>One in 3 is \"very concerned\" about children falling behind in learning.\u003c/li>\n\u003cli>Only 1 in 5 of the wealthiest parents are \"very concerned\" and 60% aren't concerned at all.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_55985\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85.png\" alt=\"\" width=\"700\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85-160x137.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Parents from low-income homes are twice as likely to say remote learning is going poorly or very poorly. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The survey also found big gaps reported by families whose children are in special education.\u003c/p>\n\u003cul>\n\u003cli>Four in 10 say they are not receiving any support at all.\u003c/li>\n\u003cli>Just 1 in 5 report that they are receiving all the services their children are entitled to.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>35% report that their children are doing little to no remote learning, compared with 17% of their general education peers.\u003c/li>\n\u003cli>And, 40% of parents of special needs children are concerned about their children's mental health, compared with 23% of parents of other children.\u003cbr>\n\u003cfigure id=\"attachment_55986\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85.png\" alt=\"\" width=\"700\" height=\"635\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85-160x145.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">39% of parents of kids with IEPs say they are not receiving any support at all. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Survey+Shows+Big+Remote+Learning+Gaps+For+Low-Income+And+Special+Needs+Children&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Four out of 10 of the poorest U.S. students are accessing remote learning as little as once a week or less, according to a new survey from ParentsTogether, an advocacy group. By contrast, for families making more than $100,000 a year, 83% of kids are doing distance learning every day, with the majority engaged over two hours a day, the survey found.\u003c/p>\n\u003cp>The nation's schools shut down in-person learning in mid-March, and only a few states, including \u003ca href=\"https://co.chalkbeat.org/2020/4/22/21232151/colorado-coronavirus-school-closure-classsroom-instruction\">Colorado,\u003c/a> \u003ca href=\"https://www.npr.org/2020/05/07/851447550/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">Montana\u003c/a> and \u003ca href=\"https://www.the74million.org/article/as-covid-keeps-most-schools-shuttered-for-the-rest-of-the-year-a-growing-number-in-wyoming-and-montana-partially-reopen/\">Wyoming,\u003c/a> have experimented with opening classroom doors since then. From the beginning, experts in distance learning \u003ca href=\"https://www.npr.org/2020/03/23/820228206/6-tips-for-homeschooling-during-coronavirus\">warned \u003c/a>that it can magnify inequities, with the most able and highly advantaged learners humming along while learners who need more support fall far behind.\u003c/p>\n\u003cfigure id=\"attachment_55977\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55977\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/parentstogether-graph-promo-b234e7f990f6184528b55702e8e9684384a7aa6e-e1590648315295.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Kids from low-income homes are three times more likely not to have consistent access to a device. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>ParentsTogether, in its survey of 1,500 of its members across the country, discovered big gaps — both by income levels and between families with and without children in special education. The online survey wasn't a scientifically weighted sample, but it was geographically, racially and socioeconomically diverse.\u003c/p>\n\u003cp>Similar to what other surveys have found, the lowest-income parents, making less than $25,000 a year were 10 times more likely than families making six figures and above to say their kids are doing little or no remote learning (38% vs. 3.7%).\u003c/p>\n\u003cp>Some other survey items give clues as to why that might be true.\u003c/p>\n\u003cul>\n\u003cli>32% of the lowest-income families say their students either don't have a device or have to share it with others such as siblings.\u003c/li>\n\u003cli>11% said their schools didn't offer any distance learning materials. That compares with only 2% of the highest-income households who said the same.\u003c/li>\n\u003c/ul>\n\u003cp>Perhaps not surprisingly, parents from low-income homes, whose children are mostly attending public schools, give remote learning low marks.\u003c/p>\n\u003cul>\n\u003cli> They are twice as likely to say remote learning is going poorly or very poorly (36% vs. 18%).\u003c/li>\n\u003cli>They are much more likely to say their kid's work is mostly or entirely busywork (35% vs. 19%).\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_55984\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55984\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85.png\" alt=\"\" width=\"700\" height=\"630\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.47.04-pm_custom-d6624cf95010f1de8a747c9e9631957dd3c761db-s700-c85-160x144.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Parents from low-income homes are 10 times more likely to say their kids are doing little or no remote learning. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they're worried about their children's futures.\u003c/p>\n\u003cul>\n\u003cli>One in 3 is \"very concerned\" about children falling behind in learning.\u003c/li>\n\u003cli>Only 1 in 5 of the wealthiest parents are \"very concerned\" and 60% aren't concerned at all.\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_55985\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85.png\" alt=\"\" width=\"700\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.08-pm_custom-1be4a297c464bfcd44f84455c52fff473a72d4a3-s700-c85-160x137.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Parents from low-income homes are twice as likely to say remote learning is going poorly or very poorly. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The survey also found big gaps reported by families whose children are in special education.\u003c/p>\n\u003cul>\n\u003cli>Four in 10 say they are not receiving any support at all.\u003c/li>\n\u003cli>Just 1 in 5 report that they are receiving all the services their children are entitled to.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>35% report that their children are doing little to no remote learning, compared with 17% of their general education peers.\u003c/li>\n\u003cli>And, 40% of parents of special needs children are concerned about their children's mental health, compared with 23% of parents of other children.\u003cbr>\n\u003cfigure id=\"attachment_55986\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85.png\" alt=\"\" width=\"700\" height=\"635\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85.png 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/screen-shot-2020-05-26-at-4.48.51-pm_custom-bb4d27aee5ab31162d14bfa255315c587b254788-s700-c85-160x145.png 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">39% of parents of kids with IEPs say they are not receiving any support at all. \u003ccite>(Courtesy of ParentsTogether via SurveyMonkey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Survey+Shows+Big+Remote+Learning+Gaps+For+Low-Income+And+Special+Needs+Children&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Sidewalk Math Cultivates a Playful, Curious Attitude Towards Math",
"title": "How Sidewalk Math Cultivates a Playful, Curious Attitude Towards Math",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At first, the provenance of the math problems was a mystery. The chalky, pastel words, numbers and symbols appeared on sidewalks near a small park in San Diego not long after the COVID-19 shutdown began. Families taking walks paused to ponder the patterns. They discussed possible solutions. They took photos to share with others. Within a few days, teacher \u003c/span>\u003ca href=\"https://twitter.com/traciteacher\">\u003cspan style=\"font-weight: 400\">Traci Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who lives a few blocks away, started receiving messages from friends and neighbors. “Is that you leaving math everywhere?” they asked. Jackson’s secret was out, but her \u003c/span>\u003ca href=\"https://www.public-math.org/\">\u003cspan style=\"font-weight: 400\">public math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> mission wasn’t over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the environment of math changes how people respond to it, said Jackson. She first observed this shift a few years ago when, \u003c/span>\u003ca href=\"https://www.saravanderwerf.com/even-if-they-say-they-dont-like-doing-math-they-secretly-do-an-experiment-you-should-try/\">\u003cspan style=\"font-weight: 400\">inspired by teacher and blogger Sara Van Der Werf\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she posted a math problem in the hallway at her school in Poway Unified School District. Jackson watched with delight as not only students but colleagues and parents lingered by the problem, their curiosity piqued. Instead of feeling pressured to get the right answer quickly, passersby were willing to think about the problem for a bit or get it wrong and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">revise their thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Now, with schools closed, Jackson is replicating that magic by decorating her neighborhood with \u003c/span>\u003ca href=\"https://sites.google.com/powayusd.com/math-walks/home\">\u003cspan style=\"font-weight: 400\">sidewalk math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/traciteacher/status/1257406939585064960\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conscious of the “negative vibes” that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">often surround math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jackson said she loves seeing people in her neighborhood and \u003c/span>\u003ca href=\"https://twitter.com/mmelynnwallace/status/1259626356398272512\">\u003cspan style=\"font-weight: 400\">around the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience the subject \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54980/why-teachers-want-math-with-more-human-ties\">\u003cspan style=\"font-weight: 400\">in a curious and playful way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One child in her neighborhood \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=PCqRpA9nUfk&t=1s\">\u003cspan style=\"font-weight: 400\">wrote code for drawing a square fractal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on one of the problems. Another neighbor shared the problems with her 83-year-old father-in-law, who has enjoyed the digital versions from afar. “I am glad she is not on my walking route. I might never get home,” he joked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The perception of math is a set of sterile problems but in reality it describes all the patterns of our world. … [Sidewalk math] opens the conversation to what math is. It engages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">people who wouldn’t do math ordinarily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Jackson said. She believes that the visual element plays a role in that engagement. Stanford professor \u003c/span>\u003ca href=\"https://twitter.com/joboaler\">\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has advocated for the \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/visual-math-improves-math-performance/\">\u003cspan style=\"font-weight: 400\">learning benefits of visual math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for years, but Jackson said it remains an under-explored dimension of math instruction. Though we often think of math as numbers and letters, Jackson sees it as a way of viewing the world, and using images can unlock new connections.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/ilana_horn/status/1256325041135837184\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her creations, Jackson uses problems from a range of resources collected over her years as an educator. Some focus on patterns, others cultivate number sense and some involve algebra. Sometimes the problems \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">incorporate movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jackson aims to make sidewalk math accessible to a wide age range. For example, in a \u003c/span>\u003ca href=\"https://wodb.ca/\">\u003cspan style=\"font-weight: 400\">“Which One Doesn’t Belong” problem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> featuring the numbers 9, 16, 25 and 43, a younger child might notice that 9 is the only single-digit number while a teenager might recognize that all the numbers except 43 are perfect squares.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/traciteacher/status/1257035391913177088\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though her \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">tweets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have helped popularize sidewalk math during coronavirus, Jackson is not the first one to do it. In 2018 and 2019, \u003c/span>\u003ca href=\"https://twitter.com/_b_p\">\u003cspan style=\"font-weight: 400\">Brian Palacios\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public school teacher in the Bronx, shared the idea at several teacher conferences in New York City and Boston. At some of those events, educators put the idea into practice \u003c/span>\u003ca href=\"https://twitter.com/MilnamowJami/status/1177603024329596929\">\u003cspan style=\"font-weight: 400\">immediately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others brought it back to their schools to do \u003c/span>\u003ca href=\"https://www.hewittschool.org/about/news/story/~board/articles/post/math-needs-you-posing-problems-with-sidewalk-math\">\u003cspan style=\"font-weight: 400\">with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s not going to change the world, but it could help move the needle a tad bit towards spreading math and including more people in conversations about math,” Palacios wrote in \u003c/span>\u003ca href=\"https://lazyocho.com/2019/10/10/a-five-minute-conversation-sparked-so-much-sidewalk-math/\">\u003cspan style=\"font-weight: 400\">a blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/Dinhclass/status/1258079244489338882\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson echoed that sentiment when discussing her pursuit. “I feel like I’m giving math, and that makes me happy,” she said. For others interested in creating sidewalk math in their neighborhoods, she recommended starting with problems others have used and then getting creative. With \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/13/833346707/with-people-stuck-at-home-jigsaw-puzzle-sales-soar\">\u003cspan style=\"font-weight: 400\">high demand for low-tech entertainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during coronavirus, the hardest part may be finding chalk.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At first, the provenance of the math problems was a mystery. The chalky, pastel words, numbers and symbols appeared on sidewalks near a small park in San Diego not long after the COVID-19 shutdown began. Families taking walks paused to ponder the patterns. They discussed possible solutions. They took photos to share with others. Within a few days, teacher \u003c/span>\u003ca href=\"https://twitter.com/traciteacher\">\u003cspan style=\"font-weight: 400\">Traci Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who lives a few blocks away, started receiving messages from friends and neighbors. “Is that you leaving math everywhere?” they asked. Jackson’s secret was out, but her \u003c/span>\u003ca href=\"https://www.public-math.org/\">\u003cspan style=\"font-weight: 400\">public math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> mission wasn’t over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the environment of math changes how people respond to it, said Jackson. She first observed this shift a few years ago when, \u003c/span>\u003ca href=\"https://www.saravanderwerf.com/even-if-they-say-they-dont-like-doing-math-they-secretly-do-an-experiment-you-should-try/\">\u003cspan style=\"font-weight: 400\">inspired by teacher and blogger Sara Van Der Werf\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she posted a math problem in the hallway at her school in Poway Unified School District. Jackson watched with delight as not only students but colleagues and parents lingered by the problem, their curiosity piqued. Instead of feeling pressured to get the right answer quickly, passersby were willing to think about the problem for a bit or get it wrong and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">revise their thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Now, with schools closed, Jackson is replicating that magic by decorating her neighborhood with \u003c/span>\u003ca href=\"https://sites.google.com/powayusd.com/math-walks/home\">\u003cspan style=\"font-weight: 400\">sidewalk math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conscious of the “negative vibes” that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">often surround math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jackson said she loves seeing people in her neighborhood and \u003c/span>\u003ca href=\"https://twitter.com/mmelynnwallace/status/1259626356398272512\">\u003cspan style=\"font-weight: 400\">around the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience the subject \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54980/why-teachers-want-math-with-more-human-ties\">\u003cspan style=\"font-weight: 400\">in a curious and playful way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One child in her neighborhood \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=PCqRpA9nUfk&t=1s\">\u003cspan style=\"font-weight: 400\">wrote code for drawing a square fractal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on one of the problems. Another neighbor shared the problems with her 83-year-old father-in-law, who has enjoyed the digital versions from afar. “I am glad she is not on my walking route. I might never get home,” he joked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The perception of math is a set of sterile problems but in reality it describes all the patterns of our world. … [Sidewalk math] opens the conversation to what math is. It engages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">people who wouldn’t do math ordinarily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Jackson said. She believes that the visual element plays a role in that engagement. Stanford professor \u003c/span>\u003ca href=\"https://twitter.com/joboaler\">\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has advocated for the \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/visual-math-improves-math-performance/\">\u003cspan style=\"font-weight: 400\">learning benefits of visual math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for years, but Jackson said it remains an under-explored dimension of math instruction. Though we often think of math as numbers and letters, Jackson sees it as a way of viewing the world, and using images can unlock new connections.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her creations, Jackson uses problems from a range of resources collected over her years as an educator. Some focus on patterns, others cultivate number sense and some involve algebra. Sometimes the problems \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">incorporate movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jackson aims to make sidewalk math accessible to a wide age range. For example, in a \u003c/span>\u003ca href=\"https://wodb.ca/\">\u003cspan style=\"font-weight: 400\">“Which One Doesn’t Belong” problem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> featuring the numbers 9, 16, 25 and 43, a younger child might notice that 9 is the only single-digit number while a teenager might recognize that all the numbers except 43 are perfect squares.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though her \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">tweets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have helped popularize sidewalk math during coronavirus, Jackson is not the first one to do it. In 2018 and 2019, \u003c/span>\u003ca href=\"https://twitter.com/_b_p\">\u003cspan style=\"font-weight: 400\">Brian Palacios\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public school teacher in the Bronx, shared the idea at several teacher conferences in New York City and Boston. At some of those events, educators put the idea into practice \u003c/span>\u003ca href=\"https://twitter.com/MilnamowJami/status/1177603024329596929\">\u003cspan style=\"font-weight: 400\">immediately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others brought it back to their schools to do \u003c/span>\u003ca href=\"https://www.hewittschool.org/about/news/story/~board/articles/post/math-needs-you-posing-problems-with-sidewalk-math\">\u003cspan style=\"font-weight: 400\">with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s not going to change the world, but it could help move the needle a tad bit towards spreading math and including more people in conversations about math,” Palacios wrote in \u003c/span>\u003ca href=\"https://lazyocho.com/2019/10/10/a-five-minute-conversation-sparked-so-much-sidewalk-math/\">\u003cspan style=\"font-weight: 400\">a blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson echoed that sentiment when discussing her pursuit. “I feel like I’m giving math, and that makes me happy,” she said. For others interested in creating sidewalk math in their neighborhoods, she recommended starting with problems others have used and then getting creative. With \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/13/833346707/with-people-stuck-at-home-jigsaw-puzzle-sales-soar\">\u003cspan style=\"font-weight: 400\">high demand for low-tech entertainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during coronavirus, the hardest part may be finding chalk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery",
"title": "Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery",
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"content": "\u003cp>For months, Marla Callistein had been planning to drive to the University of Missouri to attend her son Dylan's senior art show. Dylan is a graphic design major, and the art show represented the culmination of his past four years of work.\u003c/p>\n\u003cp>\"I would honestly put it right up next to graduation in terms of how much I was looking forward to it,\" he said.\u003c/p>\n\u003cp>But, due to the coronavirus pandemic, the show was canceled, classes were moved online and Dylan drove back to join his family in Deerfield, Ill., and finish out the semester at home.\u003c/p>\n\u003cp>Marla said she knew how much that art show meant to her son. She wanted to do something to surprise her son, to help make up for the anti-climactic end to his senior year.\u003c/p>\n\u003cp>\"I was just thinking, what can we do to raise this kid's spirits?\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So Marla, along with her husband and daughter, devised a plan to transform their front yard into an art gallery of Dylan's work.\u003c/p>\n\u003ch3>\u003cstrong>A front yard becomes an art gallery\u003c/strong>\u003c/h3>\n\u003cp>On Saturday, April 18 — the day the art show had been scheduled for — Marla asked one of Dylan's friends to invite him on a morning walk so the family could assemble the gallery.\u003c/p>\n\u003cp>\"People around town had loaned me easels ... some people even gave me frames\" she said. \"And I got my hands on as much of his artwork as I could without him knowing.\"\u003c/p>\n\u003cp>When Dylan returned from his walk, he said it looked like the front yard was set up for some sort of yard sale — but as he got closer, he realized it was his own artwork.\u003c/p>\n\u003cp>\"It really came as a shock for me,\" he said. \"I was super caught off guard, but it was a really warm and bubbly feeling realizing this all came together for me in lieu of the anticipated senior show.\"\u003c/p>\n\u003cfigure id=\"attachment_56014\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg class=\"size-full wp-image-56014\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png\" alt=\"\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-1020x765.png 1020w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">On the day of what would have been Dylan's senior art show, the Callistein family decorated their yard with Dylan's artwork and signs announcing his graduation. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marla said around 75 people ended up walking through the gallery that day, and another 30 or so people drove by in cars. Some of the people who attended were close family friends; others stumbled upon the gallery by chance, like a neighbor who saw the show from his window. Marla said the neighbors' mom thanked her after her son ended up spending time outside chatting with Dylan and others for nearly an hour.\u003c/p>\n\u003cp>\"She said, 'I haven't been able to get my son out of the house in a month.'\"\u003c/p>\n\u003cfigure id=\"attachment_56019\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56019\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg\" alt=\"\" width=\"700\" height=\"394\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein-160x90.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Dylan describes his artistic style as \"a lot of flat colors, bold lines and organic shapes.\" \u003ccite>(Provided photo/ Dylan Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Art creates community connection\u003c/strong>\u003c/h3>\n\u003cp>Dylan said the front yard art gallery evolved into something beyond just giving him closure for his senior year. It also became a way for his neighborhood community to connect during a time of social isolation.\u003c/p>\n\u003cp>\"The fact that people were able to get genuinely excited and wanted to get outside to be a part of this shows that it was bigger than just me.\"\u003c/p>\n\u003cp>Marla said finding these new ways to connect with people in her life has helped her regain a sense of purpose during unpredictable times.\u003c/p>\n\u003cp>\"It feels like my purpose has been shaken a little bit,\" she said. \"This was my effort to make my son feel happy. And in turn, it made other people feel good. And that's kind of what it's all about.\"\u003c/p>\n\u003cp>And while Dylan had a very different kind of senior art show than he'd expected, he said the pandemic has helped him think differently about his art.\u003c/p>\n\u003cp>\"Two months ago, everything I was making was a portfolio piece ... now knowing that there's no expectations, I've been able to break past that type of work and really work on the things I'm passionate about, knowing that in one way or another, it's leading to my artistic growth even if it's not going to be the piece that gets me a job offer,\" he said.\u003c/p>\n\u003cfigure id=\"attachment_56016\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/42c1cdb01e3f56ba76c61b5bea7d8b83-594b70d76a8c4720b9a6b856d258fad34aac4811-e1590732908977.png\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Dylan Callistein says he's spending the next couple of months experimenting with his art, and is open to hosting another front yard gallery this summer. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Katherine Nagasawa is WBEZ's audience engagement producer. Follow her \u003c/em>\u003ca href=\"https://twitter.com/Kat_Nagasawa\">\u003cem>@Kat_Nagasawa\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WBEZ Chicago. To see more, visit \u003ca href=\"https://www.wbez.org\">WBEZ Chicago\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=My+Son+Missed+His+Senior+Art+Show%2C+So+I+Transformed+My+Yard+Into+A+Gallery&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For months, Marla Callistein had been planning to drive to the University of Missouri to attend her son Dylan's senior art show. Dylan is a graphic design major, and the art show represented the culmination of his past four years of work.\u003c/p>\n\u003cp>\"I would honestly put it right up next to graduation in terms of how much I was looking forward to it,\" he said.\u003c/p>\n\u003cp>But, due to the coronavirus pandemic, the show was canceled, classes were moved online and Dylan drove back to join his family in Deerfield, Ill., and finish out the semester at home.\u003c/p>\n\u003cp>Marla said she knew how much that art show meant to her son. She wanted to do something to surprise her son, to help make up for the anti-climactic end to his senior year.\u003c/p>\n\u003cp>\"I was just thinking, what can we do to raise this kid's spirits?\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So Marla, along with her husband and daughter, devised a plan to transform their front yard into an art gallery of Dylan's work.\u003c/p>\n\u003ch3>\u003cstrong>A front yard becomes an art gallery\u003c/strong>\u003c/h3>\n\u003cp>On Saturday, April 18 — the day the art show had been scheduled for — Marla asked one of Dylan's friends to invite him on a morning walk so the family could assemble the gallery.\u003c/p>\n\u003cp>\"People around town had loaned me easels ... some people even gave me frames\" she said. \"And I got my hands on as much of his artwork as I could without him knowing.\"\u003c/p>\n\u003cp>When Dylan returned from his walk, he said it looked like the front yard was set up for some sort of yard sale — but as he got closer, he realized it was his own artwork.\u003c/p>\n\u003cp>\"It really came as a shock for me,\" he said. \"I was super caught off guard, but it was a really warm and bubbly feeling realizing this all came together for me in lieu of the anticipated senior show.\"\u003c/p>\n\u003cfigure id=\"attachment_56014\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg class=\"size-full wp-image-56014\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png\" alt=\"\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-1020x765.png 1020w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">On the day of what would have been Dylan's senior art show, the Callistein family decorated their yard with Dylan's artwork and signs announcing his graduation. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marla said around 75 people ended up walking through the gallery that day, and another 30 or so people drove by in cars. Some of the people who attended were close family friends; others stumbled upon the gallery by chance, like a neighbor who saw the show from his window. Marla said the neighbors' mom thanked her after her son ended up spending time outside chatting with Dylan and others for nearly an hour.\u003c/p>\n\u003cp>\"She said, 'I haven't been able to get my son out of the house in a month.'\"\u003c/p>\n\u003cfigure id=\"attachment_56019\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56019\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg\" alt=\"\" width=\"700\" height=\"394\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein-160x90.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Dylan describes his artistic style as \"a lot of flat colors, bold lines and organic shapes.\" \u003ccite>(Provided photo/ Dylan Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Art creates community connection\u003c/strong>\u003c/h3>\n\u003cp>Dylan said the front yard art gallery evolved into something beyond just giving him closure for his senior year. It also became a way for his neighborhood community to connect during a time of social isolation.\u003c/p>\n\u003cp>\"The fact that people were able to get genuinely excited and wanted to get outside to be a part of this shows that it was bigger than just me.\"\u003c/p>\n\u003cp>Marla said finding these new ways to connect with people in her life has helped her regain a sense of purpose during unpredictable times.\u003c/p>\n\u003cp>\"It feels like my purpose has been shaken a little bit,\" she said. \"This was my effort to make my son feel happy. And in turn, it made other people feel good. And that's kind of what it's all about.\"\u003c/p>\n\u003cp>And while Dylan had a very different kind of senior art show than he'd expected, he said the pandemic has helped him think differently about his art.\u003c/p>\n\u003cp>\"Two months ago, everything I was making was a portfolio piece ... now knowing that there's no expectations, I've been able to break past that type of work and really work on the things I'm passionate about, knowing that in one way or another, it's leading to my artistic growth even if it's not going to be the piece that gets me a job offer,\" he said.\u003c/p>\n\u003cfigure id=\"attachment_56016\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/42c1cdb01e3f56ba76c61b5bea7d8b83-594b70d76a8c4720b9a6b856d258fad34aac4811-e1590732908977.png\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Dylan Callistein says he's spending the next couple of months experimenting with his art, and is open to hosting another front yard gallery this summer. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Katherine Nagasawa is WBEZ's audience engagement producer. Follow her \u003c/em>\u003ca href=\"https://twitter.com/Kat_Nagasawa\">\u003cem>@Kat_Nagasawa\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WBEZ Chicago. To see more, visit \u003ca href=\"https://www.wbez.org\">WBEZ Chicago\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=My+Son+Missed+His+Senior+Art+Show%2C+So+I+Transformed+My+Yard+Into+A+Gallery&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Tutors are Teaching Kids Online and Helping Overwhelmed Parents",
"title": "How Tutors are Teaching Kids Online and Helping Overwhelmed Parents",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story about volunteer teachers was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>BROOKLYN, N.Y. — Before I became a journalist, my life was structured according to school bells: I woke up at 6 a.m., drove to school, and spent my days in my second grade classroom, attending to the needs of 7- and 8-year-olds.\u003c/p>\n\u003cp>After becoming a freelance journalist, my daily life looked much different: I woke up when I wanted, except when I was traveling on assignment. I talked to dozens of people per day, or to no one at all. I stopped thinking about methods for keeping track of pencils and haven’t thought about spelling rules in years.\u003c/p>\n\u003cp>Until the coronavirus happened.\u003c/p>\n\u003cp>Now, I find myself dusting off old strategies and using out-of-shape teaching muscles. And while the in-person nature of my situation may be unique — I’m quarantining with the family who lives upstairs, \u003ca href=\"https://www.guernicamag.com/pretend-nobody-died/\">spending time with the children while their parents work\u003c/a> — I’ve discovered that I’m part of a group of former teachers returning to education during the pandemic to help educate the \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">55.1 million public and private school students\u003c/a> stuck at home.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Motivated by a desire to contribute, former educators around the country are returning to the classroom, virtually. Many are volunteers who are eager to help bored kids and overwhelmed parents, while others are using teaching to pay the bills while their professional lives are uncertain.\u003c/p>\n\u003cp>Melody Serra is a 33-year-old former kindergarten teacher living in San Francisco. After making a career switch, she now teaches software engineering to low-income college students, some of whom have children.\u003c/p>\n\u003cp>When schools began to close in the Bay Area, Serra said several of the parents in her classes were anxious about how they would get their work done with children at home. “I realized that this was something that everyone was worried about,” she said.\u003c/p>\n\u003cp>Serra decided to put together a virtual class for her students’ children and opened them to any child who might want to join. Now, she offers a free hour-long class over Zoom, a video conferencing program, three times a week.\u003c/p>\n\u003cp>Every class covers a broad theme, such as outer space, octopuses, or Antarctica. Her students range in age from 4 to 10, and while most are located in the Bay Area, she said she’s had children drop in from as far away as the United Kingdom.\u003c/p>\n\u003cp>On the other side of the country, the coronavirus has put medical student Melissa Robinson, 24, on hold, waiting to finish her third year at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell on Long Island. Finding herself with more time on her hands since clinical rotations have been suspended, Robinson organized a group of her classmates into a tutoring corps that provides online help to students in four high-poverty neighborhoods near campus.\u003c/p>\n\u003cp>“Some parents are asking us just to read to their children because they don’t have time to do that anymore,” she said.\u003c/p>\n\u003cfigure id=\"attachment_55968\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55968\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2.png\" alt=\"\" width=\"250\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2.png 366w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2-160x216.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Soberman, a medical student at the Donald and Barbara Zucker School of Medicine, tutors a ninth grader in physics. \u003ccite>(Courtesy of Danielle Soberman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And while Serra and the Hofstra medical students provide instruction for free, some educators are taking paid virtual teaching jobs with existing online education outlets.\u003c/p>\n\u003cp>Andrew Geant, the co-founder and CEO of Wyzant, a website that connects tutors to students, said his company has seen tutoring applications increase by 75 percent since stay-at-home orders began to take effect in March. The new applicants represent a 40 percent increase in applications from licensed teachers.\u003c/p>\n\u003cp>Brian Galvin is the Chief Academic Officer of Varsity Tutors, a company whose focus, pre-coronavirus, was helping students prepare for standardized tests. In recent weeks, the company has focused on developing a program called Virtual School Day, which offers 100 live classes and guarantees at least 30 hours of video instruction for every grade level, every week. From his home in Ventura, California, Galvin told me that many of the people the company has hired to create this curriculum are former teachers or teachers at independent schools that have not shifted to online instruction.\u003c/p>\n\u003cp>Galvin says he’s been impressed by their expertise.\u003c/p>\n\u003cp>“They know the standards, they know the techniques, and they know where kids will need to be when school does reopen,” he said.\u003c/p>\n\u003cp>At least here in New York City, no one knows quite when that will be — and the kids I’m spending my days with aren’t holding their breath. The third grader in my charge said that though she wishes she were back with her friends, she’s become accustomed to staying at home.\u003c/p>\n\u003cp>“It feels normal but abnormal. Like, now it feels normal but it \u003cem>isn’t\u003c/em> normal.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about volunteer teachers was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Former educators, current educators and college students become volunteer teachers (or paid ones) in an effort to occupy bored kids and help overwhelmed parents.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about volunteer teachers was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>BROOKLYN, N.Y. — Before I became a journalist, my life was structured according to school bells: I woke up at 6 a.m., drove to school, and spent my days in my second grade classroom, attending to the needs of 7- and 8-year-olds.\u003c/p>\n\u003cp>After becoming a freelance journalist, my daily life looked much different: I woke up when I wanted, except when I was traveling on assignment. I talked to dozens of people per day, or to no one at all. I stopped thinking about methods for keeping track of pencils and haven’t thought about spelling rules in years.\u003c/p>\n\u003cp>Until the coronavirus happened.\u003c/p>\n\u003cp>Now, I find myself dusting off old strategies and using out-of-shape teaching muscles. And while the in-person nature of my situation may be unique — I’m quarantining with the family who lives upstairs, \u003ca href=\"https://www.guernicamag.com/pretend-nobody-died/\">spending time with the children while their parents work\u003c/a> — I’ve discovered that I’m part of a group of former teachers returning to education during the pandemic to help educate the \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">55.1 million public and private school students\u003c/a> stuck at home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Motivated by a desire to contribute, former educators around the country are returning to the classroom, virtually. Many are volunteers who are eager to help bored kids and overwhelmed parents, while others are using teaching to pay the bills while their professional lives are uncertain.\u003c/p>\n\u003cp>Melody Serra is a 33-year-old former kindergarten teacher living in San Francisco. After making a career switch, she now teaches software engineering to low-income college students, some of whom have children.\u003c/p>\n\u003cp>When schools began to close in the Bay Area, Serra said several of the parents in her classes were anxious about how they would get their work done with children at home. “I realized that this was something that everyone was worried about,” she said.\u003c/p>\n\u003cp>Serra decided to put together a virtual class for her students’ children and opened them to any child who might want to join. Now, she offers a free hour-long class over Zoom, a video conferencing program, three times a week.\u003c/p>\n\u003cp>Every class covers a broad theme, such as outer space, octopuses, or Antarctica. Her students range in age from 4 to 10, and while most are located in the Bay Area, she said she’s had children drop in from as far away as the United Kingdom.\u003c/p>\n\u003cp>On the other side of the country, the coronavirus has put medical student Melissa Robinson, 24, on hold, waiting to finish her third year at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell on Long Island. Finding herself with more time on her hands since clinical rotations have been suspended, Robinson organized a group of her classmates into a tutoring corps that provides online help to students in four high-poverty neighborhoods near campus.\u003c/p>\n\u003cp>“Some parents are asking us just to read to their children because they don’t have time to do that anymore,” she said.\u003c/p>\n\u003cfigure id=\"attachment_55968\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55968\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2.png\" alt=\"\" width=\"250\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2.png 366w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Liz-Willen-Kaplan-CoronaTeachingGig-photo2-160x216.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Soberman, a medical student at the Donald and Barbara Zucker School of Medicine, tutors a ninth grader in physics. \u003ccite>(Courtesy of Danielle Soberman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And while Serra and the Hofstra medical students provide instruction for free, some educators are taking paid virtual teaching jobs with existing online education outlets.\u003c/p>\n\u003cp>Andrew Geant, the co-founder and CEO of Wyzant, a website that connects tutors to students, said his company has seen tutoring applications increase by 75 percent since stay-at-home orders began to take effect in March. The new applicants represent a 40 percent increase in applications from licensed teachers.\u003c/p>\n\u003cp>Brian Galvin is the Chief Academic Officer of Varsity Tutors, a company whose focus, pre-coronavirus, was helping students prepare for standardized tests. In recent weeks, the company has focused on developing a program called Virtual School Day, which offers 100 live classes and guarantees at least 30 hours of video instruction for every grade level, every week. From his home in Ventura, California, Galvin told me that many of the people the company has hired to create this curriculum are former teachers or teachers at independent schools that have not shifted to online instruction.\u003c/p>\n\u003cp>Galvin says he’s been impressed by their expertise.\u003c/p>\n\u003cp>“They know the standards, they know the techniques, and they know where kids will need to be when school does reopen,” he said.\u003c/p>\n\u003cp>At least here in New York City, no one knows quite when that will be — and the kids I’m spending my days with aren’t holding their breath. The third grader in my charge said that though she wishes she were back with her friends, she’s become accustomed to staying at home.\u003c/p>\n\u003cp>“It feels normal but abnormal. Like, now it feels normal but it \u003cem>isn’t\u003c/em> normal.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about volunteer teachers was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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