From the start of this global pandemic, my aims have been to help protect the health and wellbeing of my students, to maintain some continuity in routine, and to meet my students’ learning needs. As I have adapted and evolved, four principles have framed my teaching response:

• Keep it simple. Pedagogy and relationships over tech tools.
• Keep learning pared back to what is essential.
• Focus on keeping up connections and relationships – that’s what matters.
• Don’t stress about high stakes assessment.

I know that the learning experiences I design on campus cannot be easily replicated through distance learning. In a short space of time I have learned how to: use the tools online learning offers; balance synchronous and asynchronous connections and collaboration (if you have ever watched a YouTube video for 60 minutes you will understand what I am trying to avoid!); and establish trust and cultivate engagement in an online environment.

At the beginning of each week, I post the instructions for learning on the school learning management system. A weekly videoconference check-in is followed by a series of short assigned prompts or projects, classes are divided into smaller online tutorial groups on discussion boards, and office hours are made explicit to respond to questions and to provide feedback.

The transition has been challenging and the superhuman efforts demonstrated by the entire global teaching profession under trying circumstances have been impressive. There have been teething problems and I have trusted my professional judgement. I am, after all, learning how to teach via distance in the middle of global pandemic.

There is a steep learning curve in the first week, online fatigue needs to be managed, and I have had to rethink how to engage students and have empathy for their experience. It is really important to connect with students online and design tasks that are interactive. It gets easier after the initial learning curve.

My students are also adapting the ways in which they learn and this has been a large adjustment. They have been brilliant, demonstrating independence, developing their ability to self-regulate, and coping with frustrations. When I asked them for one word to describe their feelings about distance learning, replies included: “neutral”, “open-minded”, “curious”, “different”, “interesting”, “excited”, “isolated”, “relaxing”, “flexible”, and “unsure”.

Parents have modelled patience and partnership. Two examples from emails I received:

“We are very appreciative of everything the school is doing to keep our children connected and moving forward. Thank you to all the staff for their amazing work.”

“Our three children have had to manage the changing learning environment without us being physically present to support them. Despite the rapidly changing environment, they have coped extremely well and I am proud of their resilience and the positive perspective they are bringing to this difficult time.  I attribute much of the ease of this transitional period to the approach and support provided by the school.”

I am providing opportunities for parents and students to give feedback as I navigate and fine tune my distance teaching techniques. My teaching skills are evolving and I am enjoying the stimulation, collegiality and creativity of this steep professional learning curve.

Cameron Paterson

Cameron Paterson was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

"What if lessons were like stories! What if we could watch those like cartoons on the TV!! Wouldn’t it be great fun, if lessons could float like clouds, in front of the eyes?  Learning could be more fun then. Again, if there is any time, when we are far from our school and teachers and we are unable to understand even an easy lesson; what can we do then?  Keeping this in mind, we came up with this endeavour.”

These words are from the description box of the Facebook page “The Online Teacher”. Let’s find out about the background story!

I am Shaila Sharmin, currently working as a teaching fellow for Teach for Bangladesh. I teach grade 4 and 5 students in a government primary school in Dhaka, Bangladesh.

Like all other students all over the country, my students were preparing for a class party on 17th March, which is National Children's Day in our country. They made all the arrangements, decorated the classroom and ordered the cake. But suddenly the notice came to immediately shut all the educational institutions in the country before their party day. At first, the students thought that they had 14 days’ vacation. They were heartbroken, but they thought they could make it after the short vacation. We had no idea how long it was going to be.

When reality hit, we all found out that it is going to be an uncertain period of time. A colleague of mine, Atia, while communicating with students and asking about their life and study, realized that students did not have any scope for learning. They do not have anyone in their family who can help them regarding study. Fellows are their teachers whether the school remains open or not. 

Another fellow, Sanjida was maintaining contact with her students and giving them mental support. One of her students, who was top of her class, said, “Apa, when will the school will open? I have no teacher, no homework, I have nothing to study because I can’t solve some lessons by my own. I am getting bored at home and I will not get good marks in the examination if this situation continues.” After hearing the urge of her student to learn, Sanjida tried to support some of them over the phone. But it was not very feasible idea.

Analyzing all these events, I asked myself how prepared I was to face this problem. I thought there must be an alternative way to reach her students. So, Atia, Sanjida and I came up with an idea to support our students by making educational videos and sending them through the Internet.

We were determined to continue teaching and learning because life can’t stop in this lockdown. We gathered our ideas and thoughts. Initially we thought of making videos and sending them to our students. But then we realized we could post them on Facebook and upload them to YouTube. This could be useful for many students around the country. So we started to plan, selecting topics. We named their project The Online Teacher. We opened a Facebook page named The Online Teacher and created a YouTube channel. The videos are 5-10 minutes long so viewers don’t get bored. We are writing up scripts, gathering material, shooting them, editing the videos and finally uploading them to both Facebook and YouTube. We started by sending them to students to make sure they are understandable.  

Using this platform, we are trying to make comprehensible video lessons of Bangla, English, Math, General Science, Bangladesh and Global Studies and Fine Arts for grade 1-5; and to reach as many students as possible all over the country. We are also giving mental health support through messages and live sessions. We are not only focusing on textbook-related content but also trying to cover history and life-related knowledge.

We are seeking feedback from their students and asking them on which topic they need the videos. The students are also enjoying seeing their teacher on the screen and learning by themselves. But it was not an easy initiative to take. We didn't have any resources as we were not prepared for this long lockdown. We had no skill regarding video editing. In spite of the challenges, we made it happen. When you want to make a difference, you will find your way to your goal.

Teach for Bangladesh serves students who are from very challenging economic backgrounds.  A little care can have a great impact on them in this pandemic situation. Engaging those students with studying also helps keep them from anxiety and depression. COVID-19 has shown us many challenges. Our good work must go on because we believe doing something is better than doing nothing.

— Shaila Sharmin

Fellow, Teach For Bangladesh

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

I have been a physics teacher in secondary school (grades 9-12) for twenty-five years, and during that time have always been sure to share and publish things I do with students to provide examples and ideas that may benefit my teacher colleagues and their students. The easiest way to share is to put everything online, so that both students and other teachers may access resources at any time. Whether having a live classroom of students or teaching an online course, which I have done with Northwestern University, having Internet platforms on which to put teaching and learning resources has always been part of what I do as a teacher, and I recommend all teachers begin to take this approach if the technology is available. While never being in a situation like we have now because the COVID-19 crisis, where teachers must move materials online for students, the transition for me during this crisis is minimal since I am already setup for online teaching and learning.

There are numerous online platforms on which to put classroom resources, as well as video conferencing platforms that can be used to hold live class sessions with students or meetings with colleagues. With technology, we can make distance learning as close to a live class session as possible. For my students, the everyday class materials are on a Google web page that is linked through my school’s website. I have separate folders for each class, so students can access the appropriate material. I also have maintained a separate class blog for years. This is a normal tool students are used to accessing since many of the posts come from student recommendations they want to share with everyone. On the blog, I have different pages dedicated to different activities and resources students find helpful and interesting. For example, before the era of Khan Academy and online ‘how to’ lessons, I had already been making screencast videos of most of the topics I cover in my physics classes and formed an online library of over 100 videos for students.  In the past, the reason for doing these videos was primarily for two reasons: for students to have a resource outside of school when working on homework and needing to review the material at their own pace; and when a student misses a day, I can provide the appropriate video for them to watch and see what we did for that topic. There is also an increase in views before exams, when students are reviewing the relevant topics. Each video is stored on YouTube, and the videos are public for any student or teacher to use.

With the current situation, I post video links for students to watch either before (i.e. a ‘flipped’ classroom) or after an online class session. My preferred videoconferencing tool is Zoom. Teachers can open a free Zoom account that allows for 40-minute sessions. Students do not need Zoom accounts, but only a link that the teacher can post on a web page or email to students. I record each class session, put the video on YouTube, and then share with students on the class blog. If a student is absent or needs to review the class session, they can watch at their convenience. On a class website, teachers can post homework sets, labs, worksheets, assignments, help resources, articles and any other videos or websites. Students email me questions, or can organize virtual study groups through chatrooms, shared Google Documents, Facetime, Zoom, or Skype; or they can call each other on a phone. I setup Google Sheets for each group of students to share questions about materials, but also share new things they are trying during down-time while being in isolation: keep a focus on student mental and emotional health, because they will get lonely and will miss being in school!  Do NOT overwhelm them with too much work, because this is new for them, too.

I am fortunate my school has wonderful supports in place to help all teachers and students with this transition to e-Learning. We have staff dedicated to providing numerous online options and training staff on how to use the technology. We have Zoom department meetings to share what we are doing with our classes, and have email and texting groups for each discipline so teachers can support each other. The best advice I offer is to have good communication with both colleagues and students: listen to everyone and learn, and get feedback from students. Students are the ones who matter – they are getting different presentations from different teachers, and will tell you what works and does not work if you ask them! We need to be sure we are listening to the students so we can best serve them.

Mark Vondracek

Mark Vondracek was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

Your experience as a teacher using distance teaching / learning tools and platforms? 

Before Covid 19, I used Skype in the classroom as a tool for long distance teaching. I had involved teachers around the world in my classes and had contributed to international classes as well. When our school was preparing to close due to Covid 19, we were already using Microsoft TEAMS and Google Classroom at school. When school closed, we were asked to use these for online teaching, and setting and grading of assignments.

How you are working with students and colleagues to continue providing education despite the crisis?

The two platforms, Microsoft TEAMS and Google Classroom, have proved excellent for online teaching. I give (and record) lessons with up to 30 pupils in a class at a time, and take questions so the class is interactive. I also set up WhatsApp groups for each of my classes, for quick messages and to receive questions. I also send short voice messages, either reminding pupils of something that is due or send short messages of support. I have uploaded Kahn academy clips, YouTube clips, or links to lessons that I put on Google classroom, and have assigned work with deadlines here too.

Pupils that are from under-resourced backgrounds were provided with a dongle and data by the school, and an iPad, to ensure they can keep up with lessons.

How you are dealing with these new working conditions?

The pupils have responded differently, and I have therefore had to adjust my teaching for those who go at a slower pace, due to lack of self-discipline or depression due to isolation. I start each lesson with emotional encouragement, get feedback on how people are feeling, and generally have slowed my pace or expectations. Some pupils work fast, but some have slowed down, due to family members being diagnosed positive with the virus, or other personal reasons. I find the parents are also challenged with everyone being at home and are asking the school to have a day each week when pupils can catch up and no new work is assigned. In some of the lessons, when I say goodbye, the pupils get quite tearful. They are really trying hard to keep up with the work. I have been very proud of them but realise how much explanation and support they rely on, day to day. I have tried to keep it simple as pupils are having a lot of online lessons. They are logging off and on to different teachers’ lessons for 5 hours, with few breaks. This is a senior school, but some teachers have not stuck to the timetable, and thus their tests have gone over-time etc.

Some of the important activities that I run, such as social responsibility, where we work with inner city kids who have AIDS, and “Model UN” that I run, and the work I do with other organisations on SDGs, has slowed down and much has been put on hold for the 21 days of complete shut-down.

What guidelines and support have you been given (if any)?

We have support from our IT staff, online. Staff members share information on what apps and programmes have worked for them. Staff are asked to stick to the normal timetable for lessons and we are preparing online reports as well at the moment. We share glitches with IT who then try and solve them.

In early April, I was asked to be part of a Jakes Gerwel Fellowship Webinar in South Africa, called Educating in Interesting Times, which addressed the use of different tools for online education.

I am also on the Varkey Foundation’s Varkey Teacher Ambassador (VTA) network and share and receive ideas there.

Marjorie Brown

Marjorie Brown was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

My name is Anne-Fleur Lurvink and I am a teacher at Lyceum Kralingen, a secondary school in Rotterdam, the Netherlands. I teach English as a foreign language to students between the ages of 15 to 18. I am also mentor to a group of 21 students, head of department and coordinator for the UNESCO Associated School Network. In addition to teaching, I also work in the field of international development where I act as consultant for youth empowerment and education. 

When I entered the field of education I could have never imagined a crisis like the current COVID-19 crisis to knock on our door. Being part of an enthusiastic and energetic team, committed to ensure learning in these challenging times, has made all the difference.

Necessity is the mother of invention

When the news arrived that schools would close, we really collaborated as a team. Teachers came together at school for a brief brainstorm session and started transforming the curriculum to an online one in just one day. Of course we are still learning and figuring it out as we go along, but what makes it manageable is the fact that we are in it together.

Teacher development has accelerated and peer learning has been central to it. When one of us faces some challenges, others step in, organise a team zoom and we learn from each other. We are also drawing on our creativity and out-of-the-box thinking. For example, we have replaced test with small research projects. There is also a range of free online applications for e-learning available. One very useful website is https://www.todaysteachingtools.com/ which offers different flowcharts to figure out which ICT tool is fit for which purpose. It also offers a free online course for language e-learning.

In addition, I try to include my students in the process. They often have a much broader knowledge of ICT and they have given me great suggestions and feedback (such as how to switch off the annotation mode in Zoom when I do not want creative expressions of my students to appear on my PowerPoint).

We also try and keep up good spirits by approaching things with a sense of humour, accept it when things do not go as planned and have a good laugh from time to time. It is also important to give our students confidence that this situation will end that they will be fine.

The challenges

Despite the many creative solutions and increased collaboration amongst teachers, there are many challenges to be faced. There is the obvious work-home balance, which is hard to maintain with non-stop online availability, and matters of digital (il)literacy.

Online learning is based on the assumption that students have the possibility to follow online learning at home. Unfortunately this is not the case for all students. Less advantaged children have a greater chance of falling behind and the equity gap is increasing during this crisis.

We also worry about the social and emotional well-being of our students. It has become more apparent than ever that schools are more than just places where knowledge is transferred. It is where children socialise and where they grow. Schools are safe places for those who have unstable homes. How to ensure this at a distance? The role of the mentor has become more important because we are responsible for connecting with students and their parents.

In addition to online lessons, we also organise one lesson a week just to chat and to keep up to date on how students are coping. Together with the care-team at school we try to monitor every student and their well-being, but this is extremely difficult. Some students go off the radar and schools can’t get in touch with them or their parents.

Teacher empowerment

Here we have been given the confidence to come up with solutions and ideas and we are part of the policy dialogue at our schools. I believe this to be essential in order to maintain learning at a distance.

As a teacher you know your context, you know your students and you know what they need. In terms of learning and leaving no one behind, facilitating teachers to face this challenge will determine the out-come of this crisis. I am happy to be part of several networks of teachers and educators from across the globe, exchanging experiences and sharing knowledge. I would also recommend this to other teachers.

Join these networks and webinars and let’s bundle our strengths!

Some networks and platforms

• https://www.learninginpractice.org/
• https://en.unesco.org/covid19/educationresponse/

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

My name is Estella. I teach secondary English and Theatre Arts, ages 14 to 18, in South Los Angeles, California (U.S.) and have been in the field of education for nearly 14 years. Our site moved to Distance Learning, or Student Dismissal, on March 17, 2020. Students went home on Tuesday after spending Monday being briefed by teachers on what to expect. Unfortunately, teachers did not truly know what to expect. Only now, nearly two weeks later, we are beginning to comprehend the differences in nomenclature related to online learning.

‘Student Dismissal’ means learners are engaged through online platforms and management systems. While ‘School Closures’ imply learners are at home free of academic or school-related expectations. Some districts in the U.S. have opted for total School Closures citing equity concerns as the reason for this decision. While many more schools have chosen to continue “teaching” employing distance learning measures.

Like many teachers around the globe, we were given less than 24 hours to adjust, modify curriculum, and grow familiar with digital tools in an attempt to ensure students could carry on with “business as usual” by Wednesday morning. To anyone outside of our district, the optics might demonstrate we successfully transitioned nearly 6,000 students and more than 300 teachers to online learning in about 20 hours. While in many ways we were successful, the truth is, overall, this has been a massive failure.

Collectively, society and governments - local, state, and federal - have failed children and parents. To be clear, this failure is of no fault of educators. We are working tirelessly without regard to our own health or families’ needs in order to serve our students while providing some measure of stability. In the United States, we have yet to receive federal guidance on concerns related to online instruction. In the state of California, some materials and resources have begun to make their way down to local jurisdictions. However, as a profession, we remain largely in the dark on what is right and fair.

If I’m honest, this transition has been difficult for me emotionally and mentally. It seems I work more than 14 hours a day as I attempt to stay connected with my 140 students, ensure materials and resources are accessible, and expectations are clear for all learners. While I know this is not healthy nor sustainable, I continue to do so for several reasons. One, my students feel just as displaced as I do and share in my frustration. Two, I’ve made a commitment to students to always be there for them to the best of my ability. Three, the only way over this global pandemic is through it so long as we must go together. Finally, perspective is everything; while this is challenging for myself, my family, and students I have to remain grateful for everything I still have access to at this moment. More importantly, I must model this for students.

Perspective is Everything

As an arts educator, I am privileged to witness the positive impact fine art has on learners’ academics, social-emotional well-being, and character development. [For more information regarding the impact of the arts on young people, check out the Otis Report.] I have the opportunity to spend time with students outside of classes; we put on performances, travel to community events, go on field trips, and compete in festivals. These outings provide me with a clear window into my students’’ lives, thoughts, and feelings. Our relationships are built on unbreakable bonds. Every morning, I greet students at the door and check-in on their emotional state. Not being able to do this has brought me great pain and stress.

For many students school is a safe haven. I serve in the community I grew up in. Several families face equity concerns daily; adverse childhood experiences, trauma, food scarcity, lack of work or housing, and other concerns that interrupt a child’s learning.  For my students, all of these concerns are heightened - worsened - under this global pandemic. Our parents are being laid off from work. Food scarcity is on the rise due to panic shopping across communities. Housing grows more challenging to maintain as wages are lost. Students who face emotional, mental, and physical traumas regularly - those who would be receiving services through the school - are now left to manage on their own. What about students with identified learning challenges like dyslexia or Autism Spectrum Disorder? Their supports and routines are non-existent while we teach at a distance. Some students don’t have access to the internet. Even if they wanted to continue their schoolwork, they can’t.

However, perspective is everything. I recognize that for many educators and students around the globe, the situation in many ways is far dire. We are losing loved ones and the time to grieve seems to escape us as we remain separated by space. The suffering of friends and colleagues around the world is not lost on me, or my students, as we work to empathize with peers worldwide.

My mind has been fixated on these thoughts and more. I cry when I am overwhelmed by emotion without clear solutions. I love my students. I miss my students. I want the power to fix it all with a simple snap of my fingers. As I lesson plan, school work seems irrelevant when I consider all my students are going. How do we bridge already massive equity gaps, now exacerbated by COVID-19?

In moments of clarity, I remember that art has an incredible way of bridging equity gaps and providing social-emotional outlets for young people. Arts integration, when embedded within curriculum, has the power to support learners’ academic growth exponentially. So, how do I integrate the arts into distance learning?

10 Ways to Ensure the Arts Live On Amid COVID-19

Below are some suggestions, with help from my theatre students,  on how you might employ art as a learning tool while we practice “Social-Distancing”:

1. Social Media Platforms - If you are allowed to, encourage teachers and students to create school-appropriate accounts on platforms like FlipGrid or Tik Tok. Students have incredibly innovative ways of using social media to communicate ideas with one another. It also enables learners to stay connected amid physical distance.

2. Live Stream - Consider using platforms like Twitch, YouTube, Facebook, or Instagram to set up a live lesson. To increase engagement, consider using props or backdrops. To ease the workload, reach out to a colleague and co-teach a live stream session.

3. Films - Give students an interesting topic and allow them to create a short film, animation, or documentary. Students can then upload to a cloud service and share with peers. You might even consider using a social media platform to publish students’ work. This is a great time for young people to investigate family histories.

4. Podcasts - Similar to the above suggestion, encourage students to create a podcast or audio recording on an issue they have investigated. National Public Radio has a great resource for this.

5. Collaborate - Encourage students to continue collaborating with peers on projects by setting up their own video conferences. Here is a tutorial geared towards parents and students.

6. Graphic Design - Use platforms like Canva to create beautiful graphics for various styles of projects and lessons. Canva allows for easy publishing and sharing. It’s a great tool for both teachers and students.

7. Photo Scan Applications - Have students and parents download a free scan application on their mobile device in order to easily take photos of drawings of written  work.

8. Drawing Applications - Have students and parents download a drawing application on mobile devices, such as Adobe or Autocad, to create digital works that can be easily shared or published.

9. Make Music - Create new music using programs like Garage Band or any free mobile application. Have students share music with one another and offer kind words to each other.

10. Literature - Keep in mind that the written is word is art. Encourage students to write poems, stories and more. Publish works using whatever tools you have access to, whether social media or a simple email.

11. BONUS: LEGO or building blocks are great for so many project ideas. As a theatre teacher, I might ask students to create stage replicas or models. Encourage students to ease the load on garage and sanitation workers by recycling household items to create models and diagrams as well. If you are looking for more comprehensive lists related to theatre arts, explore this resource developed by Dr. Daphnie Sicre from Loyola Marymount University in Los Angeles.

We’ve Got This, So Long as We Have Each Other

What comes next is unclear. Educators recognize students are not doing well - whether on Dismissal or School Closures. Where I serve, high school seniors are going through an arduous grieving process. Last week, I asked my seniors how they were. The responses were more than I could handle. One student said, "I feel like everything I worked so hard for in the last four years, all of school, is for nothing. All the stress to maintain my grades and apply to college. What was the point?"

Finishing secondary school is no easy feat. Doubly so for youth who face insurmountable odds and traumatic childhood experiences. Our youth will soon transition into adulthood and are now deprived of what would have been life-long memories. Social-emotional well-being is as important, if not more, than academics. Since March 17th, I have asked myself what more can I do.

Educators around the world have come together to support one another through this like I have never witnessed before. It is beautiful and awe-inspiring but the number of resources can become overwhelming. We can work to manage the anxiety induced by the volume of materials being shared online. We can continue to encourage innovation and creativity and recognize students as thought-partners in this work. Similarly, teachers, parents, and other community members have to continue to lean on one another.

We will get through this, so long as we take care of one another.

In the meantime, check out this comic on How To Turn Your Home Into A School Without Losing Your Sanity (NPR)

Estella Owoimaha-Church

Estella Owoimaha-Church was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.