COVID’s Impact on Teachers
I remember thinking — how will my teachers handle zoom? I have a vast array of skill levels, and that’s mainly based on interest and subject matter, as computer science teachers tend to be up on the latest trends in the tech world.
We had our first few initial meetings, and determined virtual instruction was safest, and factored in 4 days of PD on zoom, teaching in a virtual world, lesson planning, and sharing best practices. All of this was in zoom. My staff even took part in some happy hours, because we would have gone for drinks anyway at that time — so we kept the rhythm alive.
The teachers held strong, some needed internet upgrades and changes to their house offices, but before anyone could really fell comfortable — boom, we were virtual Just like everyone else.
Here’s a compilation of the impacts that COVID has had on the staff that are not just the ones at my school, but the ones I know all over the world, in different schools everywhere.
- This took at least 3 months to fully adjust to.
Do you remember the zoom bombers? Those clowns went around and hit up board meetings and school meetings and conferences — acting like that was actually funny. It instilled fear in the eyes of teachers and educators as the stories were horrifying, not funny at all.
- Teachers also don’t mandate screens to be on, and for many reasons.
Regardless to your opine on the matter of this debate — teachers are teaching in a virtual setting without the ability to hear or see their students. How effective do you think some teachers could really be, when they were using chalk boards and white boards everyday prior to?
- How about schools that did not have 1:1 technology prior to COVID.
Those schools rushed to push out chromebooks or laptops per student, and the notion that teachers were also not using them daily — was not really something that could sway the outcome. Teachers just needed to get comfortable and use a computer all day.
- Teachers in districts needed to learn chrome, canvas, APEX, GAFE, ethos, mac OS, alludo, and nearpod.
So we give them laptops to use daily, and mandate fluidity in several programs to disseminate instruction, and students were exposed to vulnerabilities with their teachers that were justified, understandable, and took time for the adjustment to settle in.
Then, we went back to in-person instruction, and demanded they not only teach virtually, but also in front of kids present in the classroom as well.
- Teachers were inspired to redefine what was successful to them, and created amazing educational experiences that took more time to plan because everything was for the first time again.
Remember what being a teacher was like in that first year or two? All you did was plan, revise, stress over delivery, grade, conduct inquiry, repeat — everyday. Then, you found a rhythm — and planning got easier, better, and more creative.
COVID made all teachers teach for the first time again. That transition for a veteran teacher was astronomically difficult to adjust to. They have their subject matter and delivery of said content — down to a science because of how long they’ve done it, and how well they’ve adjusted it to be over that time would be ideal for them to repeat.
Take that away, and require such newness with planning and delivery that required a learning curve which when some mastered — were amazingly innovative.
- How about the fear of the unknown from school districts forcing teachers to return to schools with kids inside, putting them at risk when rates were dangerous and no one was vaccinated?
Some teachers were forced to go. Some were given choice for return. Some districts opened a long time before they should have. Some districts are still closed. Some have opened and shut several times since this all began. Teachers are with the students as the ones that struggle most from the pandemic.
- The impact on first year teachers may prove tremendous.
Imagine if you were just hired, and told to teach virtually to your students for the entire year. You have support from staff, but the kids don’t know you, you don’t know them, and you automatically don’t have the ability to have any hands on PBL that can impact your learning.
Imagine not having the ability to go next door to the next classroom and ask a question? Imagine not having a physical presence in the room to control the environment with an arsenal of tools around you to assist? Imagine to prior relationship with anyone at the school, and jumping right in like you did?
Imagine zoom happy hours with people you’ve never met? Imagine never having a parent conference before and your first 30 of them are virtual?
Teachers were battle tested during COVID. Teachers and educators were driven to make change, adapt, adjust, accommodate, redefine, and rewrite what they did and how they did it, several times.
If this is something that reminds you of your school and your staff, it’s time to address this in every way possible. Find a way to evaluate the impact, and begin to address it with support, scaffolded learning, and collaboration. OKR it. Communicate regularly about it. And start now.
