NYC schools are shut down indefinitely in hopes of slowing the spread of the COVID-19 pandemic, which is hitting across NYC especially hard. Teachers and students are forging ahead with Learn At Home, instead of seeing one another in school.
This is unprecedented. How do we move ahead in a completely changed context for teaching and learning? We asked MC Mentor Lonice Eversley to share first thoughts, and here you will see her doing what she does best: Supporting teachers in using a student-centered approach, custom-fit to their own context.
How do we move to strong learning relationships in new online shared spaces? What are culturally responsive-sustaining power moves for Learn At Home? How do we do all the magic our jobs call us to do . . . through a screen?
Lonice Eversley, MC Mentor in CRSE
Master Teacher
Careers in Sports High School
South Bronx, New York City
By Lonice Eversley, MC Mentor in CRSE
Everything that we knew and understood about life has changed drastically, over the past couple of weeks. We are worried; we are caring for loved ones who are anxious; we are sheltered in; we aren't in our classrooms; we haven't seen our students in over a week; we are wearing surgical masks to hunt for toilet paper at the supermarket; we are professionals who have understood our roles as teachers, for a very long time, and now we are figuring out how to perform our jobs in dramatically different ways. How do we do all of this?
Take care of yourself.
First and foremost, we need to take care of ourselves. Like financial advisors give us directives to pay ourselves first, during these times (and really—all of the time) we must figure out how we will pour into ourselves in ways that result in "all the good feels."
For me, it's all about video-conferencing with loved ones with whom I haven't spoken in a while, and sharing morning prayer via conference calls. It's also about cooking and eating with my loved ones. My faith, love and togetherness, are sustaining me right now. No matter what I have to figure out over the course of each day, as it relates to my roles as teacher and coach, I know that I will set aside time to do those things that are keeping my spirits lifted.
Apply learning outcomes to this moment.
Next, I think we can ask ourselves a few questions about what it is that we believe our students need right now, as it relates to their skill development and knowledge of content in our respective subject areas.
As a Culturally Responsive practitioner, I am asking myself how I will provide space for students to dig in and make sense of information about our current world crisis, in meaningful ways (that obviously won't add to their emotional stress.)
Within a grade level, there might be ways that students can unpack the dynamics of a pandemic socially, economically, politically, scientifically, mathematically, artistically, philosophically, via fiction and non-fiction reading and writing, analysis of data/statistics, viewing scientific experiments, use of math to make predictions based on observations of trends and patterns, deep dives into historical events, philosophical frameworks and theories, creation of art and/ media content (blogs, podcasts, PSAs etc.)
Furthermore, how might a grade level or other cluster of teachers working together, develop a plan to teach cooperatively, which includes the establishment of guiding/essential questions around specific culturally responsive issues, and the assignment of specific tasks, that provide space for students to do the deep diving and digging, and subsequently demonstrate their learning around the issue? Or, how might teachers working alone or with a co-teacher, use this specific world event, to provide space for students to strengthen critical thinking skills, the development of evidence based arguments, and problem solving skills, that will be necessary for their success on standardized tests?
Education is still a social activity.
While there are myriad answers to these questions, from my perspective as a Master Teacher, one that is definitely NOT an answer is the worksheet approach, or simple reading comprehension tasks that don't provide ways for students to think deeply or demonstrate and/or show knowledge.
One of the BEST things we can do for our students right now, is to engage them in ways that activate critical thinking and problem solving. Even via virtual learning, we can still facilitate those experiences. The Google Classroom stream feature provides a wonderful opportunity to give students space to kick around ideas, question each other, and introduce unique perspectives. As facilitators of these experiences, we are able to provide the learning via the posting of readings, data/statistics, videos, images, audio etc. The stream can then become a space for students to share their interpretations and ideas with the community, and respond/question/challenge each other.
As facilitators, we are provided space to clarify, correct, push thinking and sometimes play devil's advocate, in an effort to stimulate thinking. These exchanges very easily meet the criteria of formative assessments. In the same way that we place value on the experiences associated with sharing ideas inside of our classrooms, students should be assessed when they participate in valuable exchanges that take place in the stream.
What is also quite valuable about this approach to teaching and learning, is that unlike a class discussion, it is a permanent "fixture" in your classroom, and can always be added to, edited and/or updated as students gain more knowledge. Furthermore, it can also be referenced as a resource. In this way, students can see themselves and each other, as creators of credible content. We can truly elevate this teaching game when our students cite their classmates as sources, in their formal writing.
I want to point out that the Google Classroom stream is quite similar to the Blackboard platform that is used by colleges and universities. Our engagement of this learning mode can provide critical opportunities for our students to ramp up their college readiness which is an unintended benefit of teaching during these trying times. One of the very intended benefits of teaching this way, is the fact that we can more easily engage students by leveraging their interests and expertise in technology, to provide space for them to learn in ways that might feel more familiar to them. The Google Classroom Stream feature is reminiscent of social media formats. Another benefit is that teachers are provided with relatively easy ways to differentiate, as we can intentionally group students, assign varying resources and deadlines etc.
Stay open.
As we plan for this very new and different way of doing our jobs for an uncertain amount of time, we have to keep in mind that our uneasiness will not last forever. Many of us are feeling like brand new teachers, in this moment (and we must acknowledge that for brand new teachers, the challenges are likely much greater, than those of us who are veterans.) But just like we learned through trial and error, as brand new teachers, the potential for learning under these circumstances is limitless.
While some of us may not consider ourselves technologically savvy, we have the benefit of being connected to a group of people who were all born in the 21st century. Our students are in person as well as virtually, technological experts. Let's ask questions of them, and each other. During this time, we need each other. Let's never hesitate to ask for and provide support. Don't forget to take care of yourselves first and foremost, so that we’ll all have the strength to stand on these front lines.
Related (and wonderful) resources to support your culturally responsive-sustaining and equitable teaching moves: