How Teachers are Adapting To COVID-19

The summer has ended, and the school season is back - in person or online. Effects of COVID-19 are abundant in the school system: use of masks, staying 6 feet apart, and extra awareness of social interaction. With what feels like a minor apocalypse upon us, many schools and teachers have been working extra hard to make life as normal as possible. As teachers teach and students listen; everyone is living a new normal yet having a different experience. Even though teachers are holding their heads high for the sake of students, Coronavirus affects even the best. 

As we know, many schools have shut down and resorted to online learning through the use of Zoom. Zoom has been around for a long time, but since the global pandemic started, it has been utilized greatly. At Galloway specifically, Zoom has been used in a variety of different ways through the use of standup cameras, sharing screens, and breakout rooms. This has affected learning for students but also affected teaching for teachers. One of the common problems, not just for Galloway, is the access to wifi; occasionally one student's wifi may turn off, and then they likely miss content, if they don’t have another way to connect. For many public schools in rural areas, kids do not have access to wifi at all. Even though problems turn up, schools and teachers are more motivated than ever to find solutions.

In the last few days, I have had the opportunity to interview two phenomenal faculty members: Ms. Benedict, a highschool teacher at Galloway, and Mr. Foreman, the principal of the Galloway Upper School. Some responses were expected and continued to solidify many ideas I had, but many answers took me by surprise and were very interesting.

What have you brought over from normal learning to online learning?

The answers from both teachers were very similar in putting the student first. This takes form in many different ways, one of the ways being creating relationships with the students. Both teachers remarked that putting students first was one of the determining factors of success for how well students are learning. Even though learning is an important factor of school, building trust and being present with students can make all the difference in their confidence, self-consciousness, and motivation. This is why it is a key factor in both teachers teaching regardless if it is during a global pandemic or not. 

How are you interacting with students to keep life normal?

 This question caught the attention of both teachers and created more explanation into the importance of creating relationships with students. A key component is the idea of being present, a factor that has really been underestimated until now. This is something especially hard for teachers on Zoom and not in person. Because Ms. Benedict is teaching virtually this semester, she is making sure students can always see and hear her. She also is making sure that students know that they are able to have meetings with her whenever need be. Always being ready to answer questions and respond to students is a way to gradually build connections and trust with each and every student. 

Then came Mr. Foreman’s response. His interactions were on a much different scale considering he is the principal. He explained that “having fun;” is one of the ways that he’s ensuring life feels normal for the students. You can usually find him walking around campus, greeting students and seeing what is happening in classrooms. He is always trying to keep up morale and being a little “goofy” or “fun” during school. This being said, Mr. Foreman is always making sure students are learning but also socializing and fitting in however that may take shape.

How have you prepared for teaching over the summer? 

These answers showed the hard work and dedication put into the well-being of students, and the hard work of being prepared to teach. Ms. Benedict mainly focused on the mental mindset, preparing herself for teaching restless students during this isolated time.  “Taking a break” was the general term used, things like taking a vacation or even spending time with family before the pressure of school kicks in. 

Mr. Foreman’s response focused on the very hands-on aspect of changing schools. “I don’t know the word summer anymore,” he said to me. The hours put into creating an ideal workspace were countless and never stopped. Some of the work done included: measuring space between furniture, making sure ventilation worked, going over protocol with switching classes, and creating countless different schedules to consider. “We cannot promise you the moon and the stars and then deliver the clouds,” Mr. Foreman explained. 

While Ms. Benedict and Mr. Foreman had very different summers, they have taken this new normal by storm. So, next time you walk by a teacher, or have a discussion about class- consider what they are going through as well. Everyone is making sacrifices for the greater good to make school the best it can be.