The western Pennsylvania district located southeast of Pittsburgh reopened on a hybrid schedule on Sept. 2 with about a third of parents opting to keep their children out of the buildings and in the district-run cyber program.
Since then, finding concrete information about Coronavirus infections at our public schools – MASD or others – has not been an easy task.
“A Founders’ Hall staff member tested positive for COVID-19.”
So that’s one case at Founders Hall and five spread out between the High School and Twin Rivers Elementary School.
Though in both cases, the district Website claimed, “We have worked directly with the Allegheny County Health Department and consider this case to be contained,” it is telling that the district obfuscated about exactly how many cases were from each building.
However, buildings were opened just twice to students – both times for transition days. And both times, a staff member tested positive for COVID-19 soon after.
On Oct 7, a letter issued by Bryan Macuga, Secondary Campus Principal, said that a high school teacher tested positive. The day before, the district had students in grades 5 and 9 in the middle school-high school complex for a half day schedule to test the district’s wi-fi.
Though the teacher had participated in the program, he had not been within 6 feet of students for 15 minutes at a time – PDE’s definition of close contact.
On Sept 8, students in the same grades were in the same building for a half day transition program, and a middle school teacher who had participated in the program tested positive for COVID a day later.
School directors are actively considering moving from the virtual schedule – where no one has gotten sick – to a hybrid schedule in November.
Before this ruling, the Second Amendment was interpreted to be referring only to service in the militia. The Militia Act of 1792 required each able-bodied male citizen to obtain a firearm (“a good musket or firelock”) so he can participate in the “well regulated militia” the Amendment describes.
Just imagine if Barrett gets together with the wingnut Republican majority on the court to reevaluate that ruling!
Imagine how many centuries of slow progress she could overturn by appealing to the common man – of 1776.
Imagine if she and the regressive right examined free speech cases! After all, many of these laws were written during the time of the Adams Administration’s Alien and Sedition Acts which radically cracked down on free expression.
We could expect a rush to return to the mire and muck that many of our enlightenment heroes were trying to escape in the first place.
But originalists like Barrett claim only they can interpret what the language in these laws originally meant. Yet their training is in law, not literacy or antiquity. They’re not linguists or historians. They don’t have some shortcut to what people used to mean by these words. They’re just playing with the language to make it mean what they want it to mean so they can rule however they so choose.
Even if they could figure out the original meaning of the words in these laws, that doesn’t guarantee it would make sense in today’s world. How, for example, do the founding fathers views on medicine have anything to do with today’s healthcare system that didn’t exist in the 1700s and that the founders couldn’t even comprehend? How do the founders views on gun rights relate to today’s firearms when they knew only of muskets and not automatic weapons?
Finally, why should we give preference to antiquated ideas over modern concepts? The laws of yesteryear may have been suited to the days in which they were written. However, if a law cannot grow to encompass the world as it exists, it has no right to continue to exist.
Judges are not supposed to overturn precedent based on lingual folderol. They’re supposed to uphold the law based on logic, reason and sound judgement.
Any judge that disagrees has no place in our courts.
It’s ironic that such degeneration would come from the Republican Party.
Along with students whose input and experiences should not be ignored, it is our collective educator core who have been thrust into this strange experiment. But unlike children, they have the knowledge, maturity, skills and life experience to evaluate it best. And being one of those intrepid individuals, I here offer my thoughts.
After more than four months teaching this way, I’d say these are the top 5 pros and cons of virtual instruction:
1) There is Less Pressure Day-to-Day
Right off the bat there is something to be said for virtual instruction – it feels more low stakes.
You sleep longer, can more easily access amenities, the bathroom, food and drink.
For one, you sure can’t beat the commute.
Some students admit that they roll out of bed each morning and onto the computer. This is not always optimal for learning in that the mind needs time to wake up and focus itself. However, the fact that one has more choice over how to prepare for school, what to wear, more leeway about breaks and whether to eat or drink in class – all that leads to an increased casual feeling to the day.
Though I certainly don’t roll from my bed to class, the extra sleep I get from not having to drive to the building and the reduced stress of forgoing a commute, traffic, bad weather, etc. are extremely positive.
It helps me be more relaxed and ready to meet my students needs. It makes me a better teacher.
True, a dedicated disruptor can find a way to cause a ruckus. He or she can try to use the chat or even the video camera. They may even have each others cell phone numbers and communicate back and forth that way.
However, few students are aggravated enough to take such measures. I haven’t noticed much beyond simple teasing.
Some of my students put pictures of each other as the backgrounds on their camera screens – but these have always been friends trying to get a laugh. A comment from me and it stops.
If worse comes to worse, I can still remove them from the Zoom meeting and alert the principal or dean of students for disciplinary action.
3) It’s Easier to Communicate with Parents and Students Individually
There are many reasons for this.
In the physical classroom, the most common form of communication is verbal. But digital spaces allow for several other methods.
You can email individual students messages, work, assignments, grades, etc. You can utilize the chat feature to send a private message. You can simply talk to them in the Zoom meeting. You can set up an individual Zoom meeting like office hours to answer questions. You can ask or answer questions about assignments in the stream function of Google Classroom.
All these options allow for students to talk with their teacher one-on-one more easily than in the physical classroom.
Consider this: let’s say a student has a question about the homework after class. In the physical classroom environment, there may be little they can do but wait until the next day. Before last March, I’d had students send me emails, but I never checked them as regularly as I need to now.
In the digital world, students can easily send a message through email or stream at any time. This certainly puts a strain on educators but most questions I receive are during school hours and easily answerable in a timely fashion.
I find that in the virtual classroom, I have the time to communicate with every parent at least once a week – or at least I try. Even in the digital world, some parents are incommunicado.
4) It’s Easier to Read a Text Together
As a language arts teacher, this is really important to me.
For more than 15 years, I’ve read texts aloud with my students and asked them to follow along. I tell them to take their index fingers, put them in the text and move along with where we are in the passage.
Few actually do it, and there’s really nothing I can do to make them. Except beg.
In the virtual classroom, I can easily put the text on all their screens, place the cursor under the words and follow with the reader or the audio recording.
Students can try to ignore it, but that’s harder than just following along. It also allows me to point to specific parts of the text.
If a student is reading and struggling with a word, I can point to prefixes, suffixes, roots, etc. to help them. And I’ve honestly seen improvements in some struggling readers fluency.
5) It’s Easier for Students to Work at Their Own Pace
This isn’t really a core value of the physical classroom.
Teachers give assignments, set due dates and students have to get things done in the time frame.
Online it isn’t such a straight line.
Teachers instruct in a Zoom meeting, but students are not required to attend. They can catch up with a video of the meeting if they need or prefer.
And since we all anticipate students may have issues throughout the day with connectivity, the technology, home responsibilities, distractions, etc. teachers haven’t been so firm on those due dates.
I freely give extensions and tell my students that assignments can still be made up for full credit well past the deadline. It’s about getting the work done, not so much about when.
I find myself explaining assignments more often than usual, but it’s somehow not as annoying as it sometimes is in the physical classroom.
No matter how you look at it, there are an alarming number of students absent throughout the day.
For my own classes, this was much worse in the spring when we first went online. Starting in September, more students have been attending regularly.
However, there are two important points to be made.
First, there are some students who do not attend the live Zoom meetings but instead watch the videos and do the assignments. Their work is not worse than those who attend – in fact, it is sometimes much better.
I suppose it’s possible students in the Zoom meetings could feed information to those not attending, but with the videos and the ability to communicate with me at will, it’s almost more work to cheat.
In my classes, about 20% are regularly absent. Of those, 10-15% are not participating much at all.
That’s about the same as I would expect to see in the physical classroom.
We need to identify these students and provide them with the resources necessary to succeed. But that’s always been true.
2) The Camera Conundrum
To turn your camera off or not? That is the question.
Zoom meetings can be an awfully lonely place for teachers when every student has their camera off.
The general consensus is that we should allow them this freedom. It encourages them to attend the Zoom meetings on their own terms and avoid the stress of seeing themselves constantly on their own screens. It allows them to avoid the fear of being judged for their surroundings.
Allowing them this latitude certainly does increase attendance and create a more positive attitude. But the teacher is in a worse position to monitor student engagement.
Most days I feel like a medium at a seance asking if so-and-so is here. Give me a sign.
I try to pose questions to get students involved – even more than I would in the physical classroom – and sometimes it works and sometimes it doesn’t.
There are times when I yearn just to be able to look at my students again and see what they’re doing. Because I know some of them are not paying attention.
Some are texting on their cell phones. Some are playing video games on another screen. Some are talking with brothers, sisters, friends or parents in their house.
There’s not much I can do except try to keep my classes as engaging as possible. Most of the time, I think it works.
But not always.
3) It’s Harder to Monitor/Push Students with Special Needs
This is nearly impossible for a student with his or her camera off. I can try verbal queues, but students don’t always answer. I can ask them to turn on their cameras if that has been added to their IEPs, but they rarely comply. And if they do, they just point the camera at the ceiling or otherwise away from their faces.
The human contact of actually being present in a physical space has many advantages – especially for students with special needs.
I try my hardest and do everything I can to help them. But I feel that some of them are falling through the cracks – at least more than they would be in a physical classroom.
4) Technological Issues
Even under the best of circumstances, there are always technological issues.
Students do their assignments and their devices don’t save the work. Their batteries run low. They haven’t downloaded the proper apps. They’re using the wrong emails to access a google form.
The list is endless.
Thankfully, my district has a help desk students can access. But teachers need to be aware and permissive about technology issues. We have to air on the side of letting them get away with something rather than being too strict.
And the technology issues aren’t limited to the students.
One Friday I found the wi/fi in my home was down. I had class in 30 minutes and had to find someway to connect online to teach.
Your choice not to wear a mask in public increases the infection rate in my community. Your decision to eat in a restaurant, go to a bar or spend a weekend at an amusement park puts not just you and your family at risk, but me and mine as well.
But this is what I see in the light shinning through the crack in the maelstrom of nonsense we have been living in lately.
We can all come together and create schools that serve everyone regardless of race, religion, creed, sexuality, gender or difference. We can teach facts, thought, history, science, arts and humanities.
And armed with such tools, we can recreate society in that image.
That is the lesson of Trump’s diagnosis.
You can lie and cheat and steal.
You can fool people into believing that you’re not a liar and a cheat and a thief.