“We have learned that two High School students, two High School staff members, three Middle School students, six Elementary students and one Elementary staff member have tested positive for COVID-19. Close contacts have been identified and notified. Thank you.”
What does it all mean?
One thing’s for sure – we aren’t taking this pandemic very seriously.
Judging by the emails in the last week and a half, alone, there have been at least 60 people in my small western Pennsylvania district who tested positive for Covid. That’s 17 in the high school (10 students and 7 staff), 22 in the middle school (17 students and 5 staff), and 21 in the elementary schools (16 students and 5 staff). And this doesn’t include close contacts.
However, with the new CDC guidelines that people who test positive only need to quarantine for 5 days, some of these people are probably back at school already. Though it is almost certain they will be replaced by more people testing positive today.
I have a student who just came back a day ago who’s coughing and sneezing in the back of the room with no mask. And there’s not a thing I can do – except spray Lysol all over his seating area once he leaves.
Description: The title says it all. Stop wasting teachers’ time by making us fill out paperwork that won’t help us do our jobs but will make administrators and principals look good. We make our own plans for ourselves. We don’t need to share with you a bunch of BS with Common Core nonsense and step-by-step blah-blah that will probably have to change in the heat of the moment anyway.
Fun Fact: Teachers in my building rarely say anything to me about my blog. But I got some serious appreciation on my home turf for this one.
Description: We talk about missing teachers, subs, aides, bus drivers, but not parents or guardians. We should. They are absolutely essential to student learning. I think there are a lot of good reasons why parents don’t participate in their children’s schooling, but they will never get the help they need if we continue to ignore this issue and throw everything on teachers and the school.
Fun Fact: So many liberals lost their minds on this article saying I was attacking parents. I’m not. If people were drowning, you would not be attacking them by pointing that out and demanding help fishing them out of the water. It is not “deficit thinking” to acknowledge that someone needs help. It’s authentic advocacy for both students and parents.
Description: It wasn’t just liberals who were butt hurt by my writing – it was neoliberals, too. Comedian Bill Maher actually mentioned my article “Standardized Testing is a Tool of White Supremacy” on his HBO show. He joked that I was devaluing the term ‘white supremacy.” Sure. These assessments only help white people unfairly maintain their collective boot on the throats of black and brown people. That’s not white supremacy. It’s melanin deficient hegemony. Happy now!?
Fun Fact: Maher’s assertion (I can’t claim it’s an argument because he never actually argued for anything) seems to be popular with neoliberals trying to counter the negative press standardized testing has been receiving lately. We need to arm against this latest corporate talking point and this article and the original give plenty of ammunition. My article was republished on Alternet and CommonDreams.org.
Description: Most of the world does not have competitive after school sports. Kids participate in sports through clubs – not through the schools. I suggested we might do that in the US, too. This would allow schools to use more of their budgets on learning. It would stop crucial school board decisions from being made for the athletics department at the expense of academics. It would remove litigation for serious injuries. Simple. Right?
Fun Fact: So many folks heads simply exploded at this. They thought I was saying we should do away with youth sports. No. Youth sports would still exist, just not competitive sports through the school. They thought poor kids wouldn’t be able to participate. No, sports clubs could be subsidized by the government just as they are in other countries. Some folks said there are kids who wouldn’t go to school without sports. No, that’s hyperbole. True, some kids love sports but they also love socialization, routine, feeling safe, interaction with caring adults and even learning! But I know this is a radical idea in this country, and I have no illusions that anyone is going to take me up on it.
Description: Republicans have a new racist dog whistle. They pretend white people are being taught to hate themselves by reference to a fake history of the US called Critical Race Theory. In reality, schools are teaching the tiniest fraction of the actual history of racism and Republicans need that to stop or else they won’t have any new members in a few generations. I wrote three articles about it this year from different points of view than I thought were being offered elsewhere.
Fun Fact: I’m proud of this work. It looks at the topic from the viewpoint of academic freedom, the indoctrination actually happening (often at taxpayer expense) at private and parochial schools, and the worthy goal of education at authentic public schools. Article B was republished on CommonDreams.org.
Description: I ran for office this year in western Pennsylvania. I tried for Allegheny County Council – a mid-sized position covering the City of Pittsburgh and the rest of the second largest county in the state. Ultimately, I lost, but these three articles document the effort.
Fun Fact: These articles explain why a teacher like me ran for office, how I could have helped public schools, and why it didn’t work out. Article C was republished on CommonDreams.org.
Description: These are terrifying times. In the future people may look back and wonder what happened. These two articles document how I got vaccinated against Covid-19 and my thoughts and feelings about the process, the pandemic, and life in general.
Fun Fact: It hasn’t even been a full year since I wrote these pieces but they somehow feel like they were written a million years ago. So much has changed – and so little.
Description: Pennsylvania Republican state legislators were whining that they didn’t know what teachers were doing in public school. So they proposed a BS law demanding teachers spend even more of their never-ending time giving updates. I suggested legislators could just volunteer as subs and see for themselves.
Fun Fact: So far no Republicans have taken me up on the offer and their cute bit of performative lawmaking still hasn’t made it through Harrisburg.
Description: When it comes to stopping a global pandemic, we need federal action. This can’t be left up to the states, or the counties, or the townships or every small town. But all we get from the federal government about Covid mitigation in schools are guidelines. Stand up and do your F-ing jobs! Make some rules already, you freaking cowards!
Fun Fact: As I write this, President Joe Biden just came out and said there is no federal solution to the pandemic. It’s not that I think the other guy would have done better, but this was a softball, Joe. History will remember. If there is a history after all this is over.
Description: On January 6, a bunch of far right traitors stormed the Capitol. This articles documents what it was like to experience that as a public school teacher with on-line classes during the pandemic.
Fun Fact: Once again, history may want to know. Posterity may have questions. At least, I hope so. The article was republished on CommonDreams.org.
Gadfly’s Other Year End Round Ups
This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look (like this one). Here are all my end of the year articles since I began my blog in 2014:
Description: This is a postmortem on the 2020-21 school year. Here are the six policies that really weren’t working from social distancing, to cyber school, hybrid models, and more.
Fun Fact: I had hoped that laying out last year’s failures might stop them from being tried again this year or at least we might revise them into policies that worked. In some instances – like cyber school – there seems to have been an attempt to accomplish this. In others – like standardized testing – we just can’t seem to stop ourselves from repeating the same old mistakes.
Description: It seemed like a pretty easy concept when I first learned it back in civics class. Your right to freedom ends when it comes into conflict with mine. But in 2021, that’s all out the window. Certain people’s rights to comfort (i.e. being unmasked) are more important than other people’s right to life (i.e. being free from your potential Covid).
Description: Demands on teachers are out of control – everything from new scattershot initiatives to more paperwork to having to forgo our planning periods and sub for missing staff nearly every day. And the worse part is that each time it’s done, it becomes the new normal. Teaching should not be death by a million cuts.
Fun Fact: This was another in what seemed to be a series of articles about how teaching has gotten more intolerable this year. If anyone ever wonders what happened to all the teachers once we all leave, refer to this series.
Description: Teachers are leaving the profession at an unprecedented rate this year. So what do we do about it? Here are five simple things any district can do that don’t require a lot of money or political will. They just require wanting to fix the problem. These are things like eliminating unnecessary tasks and forgoing formal lesson plans while increasing planning time.
Fun Fact: Few districts seems to be doing any of this. It shows that they really don’t care.
Description: This is almost a poem. It’s just a description of many of the things I love about teaching and many of the things I don’t. It’s an attempt to show how the negatives are overwhelming the positives.
Fun Fact: This started as a Facebook post: “I love teaching. I don’t love the exhaustion, the lack of planning & grading time, the impossibly high expectations & low pay, the lack of autonomy, the gaslighting, the disrespect, being used as a political football and the death threats.”
Description: Policymakers and pundits keep saying students are suffering learning loss from last year and the interrupted and online classes required during the pandemic. It’s total nonsense. Students are suffering from a lack of social skills. They don’t know how to interact with each other and how to emotionally process what’s been going on.
Description: Imagine a world without teachers. You don’t have to. I’ve done it for you. This is a fictional story of two kids, DeShaun and Marco, and what their educational experience may well be like once we’ve chased away all the education professionals.
Description: How many times have teachers had to go to their administrators and school directors asking for policies that will keep them and their students safe? How many times have we been turned down? How many times can we keep repeating this cycle? It’s like something out of Kafka or Gogol.
Description: This was my first attempt to discuss how much worse 2021-2022 is starting than the previous school year. Teachers are struggling with doing their jobs and staying healthy. And no one seems to care.
Description: Being there for students who are traumatized by the pandemic makes teachers subject to vicarious trauma, ourselves. We are subject to verbal and physical abuse in the classroom. It is one of the major factors wearing us down, and there appears to be no help in site – nor does anyone even seem to acknowledge what is happening.
Fun Fact: This one really seemed to strike a nerve with my fellow teachers. I heard so many similar stories from educators across the country who are going through these same things.
Like this post? You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.
Today I was forced to leave my class of 8th grade students with a sub so an “expert”from the Allegheny Intermediate Unit could lecture me and the rest of my school’s English department in using DIBELS as a gatekeeper assessment for all students.
That way we can group the students more easily based on their reading deficiencies.
I literally had to stop teaching for THAT.
I was bopping around the classroom, reading students’ writing, helping them organize it, helping them fix their explanations and craft sophisticated essays on a short story.
However, you’d need a classroom teacher to explain that to you. And these are more business types. Administrators and number crunchers who may have stood in front of a classroom a long time ago but escaped at the first opportunity.
They look at a class full of students and don’t see human children. They see numbers, data.
My students are desperate for attention – any kind of attention – and will do almost anything to get it.
They’d prefer to be respected, but they don’t understand how to treat each other respectfully. So they aim for any kind of response.
To a large extent this is due to a disruption in the social and emotional development they would have received at school. But robbed of good role models and adequate consequences, they’re somewhat at sea.
We need a popular, national movement demanding action from our state and federal governments. However, in the meantime, there are several things our local school districts can do to stem the tide of educators fleeing the profession.
These are simple, cheap and common sense methods to encourage teachers to stay in the classroom and weather the storm.
However, let me be clear. None of these can solve the problem, alone. And even ALL of these will not stop the long-term flight of educators from our schools without better salaries and treatment.
1) Eliminate Unnecessary Tasks
The list of tasks an average teacher is expected to accomplish every day is completely unrealistic.
Think about it. Just to get through a normal day teachers need to provide instruction, discipline students, grade papers, facilitate classwork, troubleshoot technology, provide written and verbal feedback, counsel disputes, role model correct behavior, monitor the halls, lunches, breakfasts and unstructured time, meet with co-workers, follow Individual Education Plans, scaffold lessons for different learners and learning styles…
If we truly want to help teachers feel empowered to stay in the profession, we need to reduce the burden. And the best way to do that is to eliminate everything unnecessary from their plates.
That means no staff meeting just to have a staff meeting. No shotgun scattered initiatives that teachers are expected to execute and we’ll see what will stick. No reams of paperwork. No professional development that wasn’t specifically requested by teachers or is demonstrably useful.
I’m not saying we should tell teachers they don’t have to plan what they’re doing in their classes. I’m not sure how an educator could realistically enter a classroom of students and just wing it.
However, the process of writing and handing in formal lesson plans is absolutely unnecessary.
Teachers gain nothing from writing detailed plans about what they expect to do in their classes complete with reference to Common Core Academic Standards. They gain nothing from acting as subordinates to an all knowing administrator who probably has not been trained in their curriculum nor has their classroom experience teaching it.
For educators with at least 3-5 years under their belts, formal lesson plans are nothing but an invitation to micromanagement.
Parents need called. Papers need graded. Lessons need strategized. IEP’s need to be read, understood and put into practice.
All this can only happen within a temporal framework. If you don’t give teachers that framework – those minutes and hours – you’re just expecting they’ll do it at home, after school or some other time that will have to be stolen from their own families, robbed from their own needs and down time.
Every administrator on the planet preaches the need for self-care, but few actually offer the time to make it a reality.
Even if we could discover exactly how much time was necessary for every teacher to get everything done in a given day – that wouldn’t be enough time. Because teachers are human beings. We need time to process, to evaluate, to think and, yes, to rest.
I know sometimes I have to stop wrestling with a problem I’m having in class because I’m getting nowhere. After two decades in the classroom I’ve learned that sometimes you have to give your brain a rest and approach a problem again later from a different vantage point.
I need to read a scholarly article or even for pleasure. I need to watch YouTube videos that may be helpful to my students. I need to get up and go for a walk, perhaps even just socialize for a moment with my coworkers.
None of that is time wasted because my brain is still working. My unconscious is still trying untie the Gordian knot of my workday and when I finally sit down to revisit the issue, I often find it looser and more easily handled.
Not only will their work suffer but so will their health and willingness to continue on the job.
Some districts are finding creative ways to increase planning time such as releasing students early one day a week. We did that at my district last year and it was extremely helpful to meet all the additional duties required just to keep our building open. However, as the new school year dawned and decision makers decided to simply ignore continuing pandemic issues, this time went away.
If you take away their ability to do that, why would they stay?
4) Better Communication/ Better COVID Safety
Communication is a two way street.
You can’t have one person telling everyone else what to do and expect to have a good working relationship.
Administrators may get to make the final decision, but they need to listen to what their teachers tell them and take that into account before doing so.
This means setting aside the proper time to hear what your staff has to say.
Many administrators don’t want to do that because things can devolve into a series of complaints. But you know what? TOUGH.
It is your job to listen to those complaints and take them seriously.
Sometimes just allowing your staff to voice their concerns is helpful all in itself. Sometimes offering them space to speak sparks solutions to problems – and a whole room full of experienced, dedicated educators can solve any problem better than one or two managers locked away in the office.
However, not only do administrators need to listen, they need to speak.
When issues crop up, they need to make sure the staff is aware of what is happening.
Being a teacher should mean something to district leaders. And they should prove it in every thing they do.
The items I mentioned here go some ways to showing that respect.
Eliminating unnecessary tasks, not requiring formal lesson plans, respecting our planning time, better communicating and safety measures are all necessary to keeping your teachers in the classroom.
But they are not sufficient.
As a nation we need to change our attitude and treatment of teachers.
No profession exists without them. They create every other job that exists.
We need to start paying them accordingly. We need to start treating them as important as they are. We need to ensure that they have the time, tools and satisfaction necessary to be the best they can be.
No district can do that alone. No school director or administrator can do that.
But these are some ways you can start.
Like this post? You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.
He is holding his gut and rocking back and forth in cries of wordless emotional pain as the rest of the class looks on in bewilderment.
Students from other rooms start to cluster around the door until a security guard makes them go away.
I close the door to my own classroom and try to settle my students down – but we can still hear him through the walls.
“Why don’t you make me!?”
Believe it or not, this is not what teaching middle school used to be like.
Eighth grade students were never perfect angels, but at least by then they used to know how to talk to one another. They could usually interact without constant sniping. They knew what was expected to get respect from each other and at least tried to do it.
But things have changed.
After 18 months of a pandemic, even when they aren’t infected with disease, children still are suffering tremendously from the effects of Covid-19.
Adolescents are dealing with higher rates of anxiety, depression, stress, and addictive internet behaviors.
When Covid-19 swept our shores last year, much of the benefit of formal education fell through the cracks.
Consistency went out the window. Many schools went to on-line learning or a hybrid model of in-person and on-line offset with increasingly common periods of quarantine.
These were often necessary to keep kids and their families safe – and in some cases still are. As a society, we could have done more to blunt the blow such as paying parents to stay safe at home as well as supervise their children, but economic concerns took precedence to human ones.
My students are not suffering from a lack of academics. They’re suffering from a lack of social and emotional development.
I teach Language Arts and, sure, my kids may not have been exposed as deeply to certain concepts as those who came before them. They may not have written an acrostic poem or read Dickens or had as much experience writing. But that doesn’t mean they’re deficient.
Teachers know this. That’s why we scaffold our lessons. We get to know our kids and where they are before we can gauge what they still need to learn.
My students may not have read the play they would have in 7th grade, but I can help them understand the components of drama when we read a play in the curriculum for 8th grade. They may not have written a particular type of poem last year, but we can still read one and understand it this year.
I was in and out of the hospital all last week and the district had great difficulty finding an adult to sub for me.
For two days they resorted to hiring parents from the community to watch my classes. I’m told that one of them reported to the office at the end of the day and promptly told the secretary not to call her tomorrow, that she was never coming back.
It’s hard for professional educators, too.
According to a 2020 survey by the New York Life Foundation and American Federation of Teachers, only 15% of teachers feel comfortable addressing grief or trauma tied to the pandemic.
This isn’t rocket science. If people refuse to work for a certain wage, you need to increase compensation.
But it’s not just pay.
According to a survey in June of 2,690 members of the National Education Association, 32% said the pandemic was likely to make them leave the profession earlier than expected. That’s almost a third of educators – one in three – who plan to abandon teaching because of the pandemic.
Another survey by the RAND Corp. said the pandemic increased teacher attrition, burnout and stress. In fact, educators were almost twice as likely as other adult workers to have frequent job-related stress and almost three times more likely to experience depression.
However, the RAND survey went even deeper pinpointing several causes of stressful working conditions. These were (1) a mismatch between actual and preferred mode of instruction, (2) lack of administrator and technical support, (3) technical issues with remote teaching, and (4) lack of implementation of COVID-19 safety measures.
I have to admit that’s what I’m seeing in the district where I teach.
We have had several staff meetings in the four weeks since students have been back in the classroom and none of them have focused on how we are keeping students and staff safe from Covid. In fact, administration seems happy to simply ignore that a pandemic is even going on.
We’ve talked about academic standards, data driven instruction, behavior plans, lesson planning, dividing the students up based on standardized test scores but NOTHING on the spikey viral ball in the room!
And these communiques willfully hide the extent of these outbreaks. For example, here’s an announcement from Sept. 13:
“We have learned that a Middle School staff member has tested positive for COVID-19. There were no close contacts associated with that case. We also have learned that a Middle School student has tested positive. Close contacts for this case have been identified and notified. Thank you.”
This announcement failed to disclose that contacts for the student were the entire middle school girl’s volleyball team. That’s 16-17 students who were all quarantined as a result.
Teachers are tired of this.
And I don’t mean palm-on-my-head, woe-is-me tired.
I mean collapsing-in-a-heap tired.
We are getting physically ill – even when it isn’t directly attributed to Covid, it’s from the stress.
There are so many teachers absent every day. We know because there aren’t enough subs, either, so those of us who do show up usually have to cover missing teachers classes between teaching our own classes and fulfilling our other duties.
My daughter’s school has been open for seven days so far this year.
The school where I teach has been open three days.
Masks optional at both.
Do you know how terrifying that is for a father – to send his only child off to class hoping she’ll be one of the lucky ones who doesn’t get sick?
Do you know how frustrating it is for an educator like me trying to teach while unsure how long your students will be well enough to stay in class? Unsure how long you will?
The Centers for Disease Control (CDC) warns we should wear masks in school to protect from Covid-19, especially the more virulent delta variant.
So does the American Academy of Pediatrics, the Nationwide Children’s Hospitals Care Connection, the Allegheny County Department of Health…
And just about every doctor, immunologist and specialist at UPMC as well as the Pennsylvania State Education Association, and the National Education Association and the American Federation of Teachers.
Another failure of voters to turn out and support one of the few people with the courage to protect our children.
However, May’s referendum did not affect the Wolf administration’s ability to implement a masking order or other public-health rules under the state’s disease-control law. The Pennsylvania Department of Health has the authority to issue a statewide mask order for K-12 schools under a state law that empowers the department to take appropriate measures to protect the public from infectious diseases.
To his credit, Wolf tried to work with the legislature to get this done.
He asked the Republican-controlled state House and Senate to come back in session and vote on the matter. But since they prefer politics to safeguarding children they refused.
We are fortunate to have at least one adult in Harrisburg – and he lives in the Governor’s mansion.
As many other states have done, we need to require all school employees to get the Covid vaccine or provide proof of regular negative COVID tests just to enter educational buildings.
Right now children younger than 12 are not eligible to be vaccinated. We need to require those young people who are eligible to get the vaccine or provide them with an alternative like remote learning. And when the vaccine has been cleared for all children, we need to add it to the long list of other vaccines children already need to get to enter school.
We need an influx of funding to make it possible to keep kids in school and still keep them socially distanced. As it is now, this is nearly impossible – I speak from experience.
The school where I teach has hardly any social distancing, and frankly we can’t have in-person school without more classrooms, more teachers, more space.
We need to bring back cleaning protocols to make sure every classroom is properly disinfected between periods. We need to ensure that school buildings are properly ventilated.
Will this be expensive? Probably, but if we could waste $300 million a day for two decades in Afghanistan that resulted in NOTHING, we can afford to properly fund our schools for once!
But most of all, we have to come to an understanding – the pandemic is not over – and it will not be over until enough of the general population is vaccinated.
Are you frustrated by masks? Are you frustrated we have to keep going back to these safety precautions?
The pandemic is not over – not in Pennsylvania. Covid-19 cases are on the rise in my community and an increasing number of children have gotten sick, been hospitalized or died.
Forgoing masks would risk more. It’s just not worth it.
Only a month ago child Covid cases numbered in the zeroes or low single-digits each day in my home of Allegheny County, according to the Pittsburgh Post Gazette. During the past two weeks there have been as many as 30 to 40 new child cases a day.
Some of these are kids 11 and younger who are not eligible for the COVID-19 vaccine. Some are those 12 and older who have not been vaccinated. And a few are break-through cases among vaccinated kids, said Dr. Andrew Nowalk, clinical director of infectious diseases at UPMC Children’s Hospital of Pittsburgh.
Both the Centers for Disease Control and Prevention (CDC) and American Academy of Pediatrics (AAP) are recommending everyone in schools – students, staff, visitors, etc. – wear masks whether they’ve been vaccinated or not.
As a school director, why would you take a chance with the children in your care?
Dr. Todd Wolynn, CEO of Kids Plus Pediatrics, an independent pediatrics practice with several locations in the region, put it this way:
“We’re here to ask one question to school districts not doing universal masking: Why is your situation safer [without a mask mandate] than what is recommended by the AAP and the CDC?”
Why is it safer to forgo this precaution?
Wearing a mask is not all that hard. We all did it throughout most of the last year and a half.
Why is it so hard to just continue doing it a little while longer?
I asked a similar question of Bryan Macuga, Assistant Superintendent of Steel Valley School District where I work.
He mentioned at a district wide meeting that the new health and safety plan approved by the school board makes masks optional this year. I asked him why.
He refused to give me an answer. He simply said that’s what’s been decided and would say no more.
Superintendent Ed Wehrer was there at the meeting wearing a mask to – as he put it – “model” that behavior. Wehrer said he was empowered by the school board to mandate masks if it became necessary. He hasn’t done so nor did he find it necessary to answer my question, either.
I can’t imagine it.
If these leaders really think it is better not to mandate masks, why not explain their reasoning. We may agree or disagree with them, but they can’t even show us the courtesy of a straight answer to a fair question.
Whatever their reasoning, most Allegheny County school directors must disagree with it.
The majority of the county’s 43 school districts – 70% – have mandated masks in their schools. It’s heartening to see so many school leaders putting children over politics this way. I just wish I lived and worked in one of their communities.
Only 13 county districts are making masks optional and most of those are clustered on the southeastern border with more rural (and Republican) Westmoreland County.
I don’t understand how ideology makes people risk the lives of their own kids.
Throughout the rest of the state, the situation seems even worse.
Pennsylvania has 500 school districts. Of 474 that submitted health and safety plans by July, only 59 reported plans to mandate masks for the 2021-22 year. This number is certainly higher now as districts changed their plans based on increases in Covid cases through August. But the situation is still incredibly frustrating.
My 12-year-old daughter just had a nightmare, and I was sitting on her bed trying to calm her down.
“What’s wrong, Sweetie?”
“I’m worried about school.”
That’s something with which I can certainly relate.
Even after teaching for 18 years, I always get anxious before the first day of school, and I told her as much.
“Really?” She said.
“Yeah. But I can understand why you might be even more nervous than usual. I’ll be teaching the same thing I’ve taught for years. I’ll be in the same classroom working with the same adults. Only the students will be different. But you will be in a new building with new teachers…. And you haven’t even been in a classroom in over a year.”
“That’s just it, Daddy. What if the other kids make fun of me for wearing a mask? What if I get sick?”
Our local district is reopening in a week with a mask optional policy and no vaccine requirements.
Her question was expected, but I had been dreading it.
I knew my answers and they sounded inadequate – even to me.
I explained how she would be wearing a mask and is fully vaccinated so it will be extremely unlikely for her to get sick. And even if she does, it will be extremely unlikely she’ll get VERY sick.
“And if the other kids make fun of you, just ignore it. You are going to be safe. If they take chances, they’ll just have to suffer the consequences.”
It seemed to satisfy her, but I left her room feeling like a bad parent.
Even in the Pittsburgh region where we live, the number of kids hospitalized with Covid at UPMC Children’s Hospital has nearly doubled in the last week, according to KDKA. That’s 50 hospitalizations in the past month including 20 in the last week.
When you’re already living paycheck-to-paycheck, that’s not much of an option.
I just don’t understand it.
Don’t my daughter and I have rights?
We hear a lot about the anti-maskers and the anti-vaxxers. A lot about their rights. What about our right to safe schools?
Why is it that the right NOT to wear a mask supersedes the right to go to a school where everyone is required to wear one?
Because it isn’t – as I told my daughter – a matter of everyone having to deal with just the consequences of their own actions. My daughter and I have to deal with the consequences of everyone else’s actions, too.
Or to put it another way – if one person pees in the pool, we’re all swimming in their urine.
If someone else doesn’t wear a mask, hasn’t been vaccinated and hasn’t taken the proper precautions, they can spread the Covid-19 virus through the air and infect whole classrooms of people.
Everyone else could be wearing a mask. It just takes one person who isn’t.
Is it fair that everyone else has to pay the price for one person’s carelessness?
We talk about rights so much we seem to have lost entirely the idea of responsibilities. They go hand-in-hand.
Yes, you have the freedom to do whatever you like so long as it doesn’t hurt another person.
When your actions do hurt others, you have a responsibility to stop. And if you won’t do that, the government has a responsibility to stop you.
But in this anti-intellectual age, we’ve almost completely given up on that idea.
If people take precautions by masking up and getting vaccinated, the worst that will happen is they’ll be unduly inconvenienced. If my daughter and I are forced to exist in the same spaces with people not taking the proper precautions, we could get sick and die.
It’s not like we’re talking about two equal sides here. This is people who believe the overwhelming scientific majority vs. those who get their answers from YouTube videos and political figures. It’s doctors, researchers and immunologists vs. conspiracy theorists, internet trolls and the MyPillow guy.
I’m not even judging – believe what you like so long as it affects only you. But when it affects me, too, then we have a problem.
The lowest common denominator is allowed to run wild. They can do whatever they like and the rest of us just have to put up with it.
That’s why we’re beginning year two and a half of a global pandemic! Not enough of us got the vaccine by the end of the summer.
Now infections are rising and few policy makers have the courage to take a stand and protect those of us who took precautions from those of us who did not.
And don’t tell me our lawmakers don’t have the power. There is a mountain of precedent showing they have.
On the highway, you can’t just go wherever you want, whenever you want. There are lanes, speed limits, traffic lights.
Even vaccines! To enroll in Kindergarten, parents already have to prove their kids have been vaccinated against measles, mumps, rubella and a host of other diseases. Why is Covid-19 any different?
Public safety is a PUBLIC issue not a private one.
It just makes me feel so helpless.
I can’t do anything to protect my students.
I can’t do anything to protect myself.
I can’t do anything to protect my baby girl.
And I can’t wait for the school year to start!
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