What Have I Been Doing?

This morning, I woke up to a response to my Twitter thread from yesterday. The poster expressed frustration with my position that teachers need a week without students in order to properly prepare (see linked thread for my perspective)

While the tone of their question was quite aggressive (it ended with the single word, "Shame"), the content of the post inspired me to do some more writing. I'm sure there are others out there with similar questions about what teachers have done to be proactive about the return to school. I did quite a bit of barbecuing, but I'm sure that's not what people want to hear... 

I present to you, What I Did This Summer (originally posted as a response thread on Twitter) : 

1/ Hi, _________, thank you for the question regarding how I have been using my time since classes officially ended on June 5th. I would love to be able to address you by name, and to know a bit about your context if you are interested in sharing. 

2/ So much of the work I do is not public-facing, it is reasonable to ask what I've been up to. Thank you for providing me the opportunity to share what the past 10 weeks have looked like for me!

3/ I did not stop interacting with my Ss on June 5th, (the last official day of online classes). Up until June 12th, many teachers (including myself) were providing feedback on assignments, and answering questions from parents and students about the transition to the next grade.

4/ For my part, beyond June 12th, I continued to meet with a small group every day to complete a book we had begun reading together. Those daily meetings concluded on June 26th. We read “Fish in a Tree”, which is an engaging book about a student newly diagnosed with dyslexia. 

5/ After June 30th, the day of our final staff meeting for the school year, I took a break for a week. I read some books, watched @HamiltonMusical, and tried to shut my brain off. It was challenging!

6/ On July 7th I attended a webinar entitled “So you want to do ABAR work?”, put on by four incredible educators @sheathescholar @teachntransform @mochamomma & @MsKass1. I paid for this webinar out of pocket, and was more than happy to compensate these folx for their labour.

7/ Starting on July 6th, I was enrolled in the @AMLE Back to School Camp - an online conference for middle school educators looking to be proactive in planning for a return to classes (in person, online, or a hybrid model) Nine other educators from my school attended as well. 

8/ The first week of “camp” involved getting to know some of my fellow attendees, and planning which sessions I wanted to attend live, and which ones to watch “on demand” later.

9/ July 9th, as part of the online camp experience, I attended a 90 minute Q&A session with @desautels_phd on the neuroscience behind having a trauma-informed lens when interacting with middle school students. 

10/ July 14-16 at camp were jam-packed with sessions from 12pm - 6pm each day, with the opportunity to watch video of sessions that were scheduled concurrently. I attended as many sessions as I could fit in, and have watched many of the ones I missed. 

11/ On July 17th, @rickwormeli2 ran a Q&A as a follow-up to his presentation earlier that week. He covered a wide range of topics surrounding assessment of student learning, bridging gaps in learning & addressing concerns about cheating in online learning environments. 

12/ The team of Ts from my school met to debrief the sessions, and to discuss how to share our learnings with other staff when we returned to work in Sept. The 10 of us represent about a third of the staff (teachers, educational assistants, custodian, library tech) at our school.

13/ The week of July 20th, I began work on an online course which will be part of my MEd in School Counselling. I worked 3 hours per day on reading the provided materials, searching for supplemental articles, writing papers and engaging in a discussion forum with other students.

14/ I finished my final paper for that course this morning. It was a priority for me to finish it before returning to school, so that my attention wouldn't be divided. I'm glad I was able to meet my self-imposed deadline! 

15/ July 23rd, the team of teachers from my school who attended the @amle camp met with @wmspal to discuss ways we could work to improve positive relationships at our school. His insights were very helpful, and we are working on some plans for implementation in our building.

16/ The week of July 27th, I experienced enough symptoms of Covid-19 that I called 811. I was instructed to self-isolate while waiting to be tested, and then for results. Within 4 days, I had a test done and it came back negative, which was a huge relief.

17/ I am grateful to our health care system that the turnaround was only four days, and felt fortunate that I was on vacation and therefore did not need to take time off work in order to comply with NSHA requirements. 

18/ Aug 13, I paid to attend a fantastic webinar with @alexsvenet on a trauma-informed return to school. She outlined 1 major concern for each of the models of instruction (in-person, online, or hybrid) as there were educators from all scenarios attending. Well worth the money!

19/ Next week, I will be attending 3 online sessions offered by the @avrce_ns : Moving Forward in Mathematics; 7-8 PBL/Inquiry; and 7-8 Curriculum Renewal. I will also take part in a follow-up session with @AMLE. The following week, I return to the school building.

20/ When I say I am not fully ready to greet students on Sept 8, it has very little to do with what I have or have not done while on vacation. 

21/21 Are there teachers who did not do the things that I have mentioned? Sure. This is our vacation time, I do not begrudge people taking a break. Are there Ts who did more than me? Absolutely. Thanks again for giving me the opportunity to share what I've been up to this summer.

Returning to Physical Classrooms - Some Thoughts

 I wrote a long thread on Twitter today, about my thoughts as we prepare to in-person classrooms three weeks from today. Here is the text of that thread : 

Context : I am a public school teacher in Nova Scotia, Canada. We have 4 active cases of Covid-19 in the province. We are requiring a 14-day self-isolation period for all travellers coming from outside the Atlantic provinces. Masks are required in all indoor public spaces for people 2 years of age and up (grocery stores, restaurants, hair salons, etc.) Masks will be required in the classroom for grades 4 and up where students are not able to be 2m apart (read: the majority of classrooms)

Compliance with the above measures are part of the reason we have so few cases in the province. We did the work to limit opportunities for the virus to spread. We will continue to do what we can to limit the spread when we return to our physical buildings with students in 3 weeks.

There are many valid concerns about class sizes not allowing for physical distancing in classrooms, about where students and staff will eat lunch, about how we will navigate frequent hand washing/sanitizing of surfaces, and about the state of our ventilation systems. 

Teachers, myself included, have indicated that we need more time to prepare to welcome students back into physical classrooms in September. The physical reasons listed above are part of that - we need time as school staff to discuss what those things will look like for our specific sites. In addition, we need time to debrief the past 6 months, in the context of a global pandemic, the science-denial happening in parts of the world, systemic racism, and the fact that we will have staff and students alike who view school as an unsafe place right now.

 

We need time to reconnect with our colleagues in an authentic, compassionate way. This isn't something that can be done in two days while we are doing all of the other things that need to happen before students walk through the doors of our classrooms. How are we? What do we need? Who is struggling? Who is in a space to provide support to others? What does it feel like to be in physical proximity to so many people outside of our own families again? These questions are so important to discuss/consider before we interact with students.

Having time to collectively consider/discuss those questions is essential. Lori Desautels says we need to secure our own oxygen mask first. There will be a lot coming up for the adults in the building that needs to be addressed before we are ready to help students.

We also need time to plan how we will run our classes with the restrictions in place. My classroom involves small-group collaboration, sharing of art materials, circle discussions, one-on-one conferences, whole-class discussions, and lots of opportunities for movement. I use a wide variety of strategies to practice "brain intervals" or "brain breaks", many of which are self-directed and involve the use of physical objects such as puzzles, games, fidgets, and brain teasers. I need time to rethink these strategies in ways that are safe. My classroom environment is what I call “organized chaos” - students make choices about where to work, and have open access to technology and supplies. I begin the year with a collaborative design challenge inspired by John Spencer. I need time to plan how to do this in a new context. 

Sitting in rows all facing forward doesn't lend itself to the best practices I have developed over my 16 years as a middle school teacher. I need time to collaborate with other teachers in order to find ways of delivering the best possible educational experience for students. We need time, not just to understand new procedures and health guidelines, but to come together and plan a way forward in a very different environment. 

Alex Shevrin Venet says students and staff are likely to be hyper-vigilant when we return to in-person classrooms. Every sniffle and cough may be scrutinized, every improperly worn mask may be pointed out. Staff need time to develop strategies to help mitigate this hyper-vigilance.

I am excited to return to my classroom in person, and I need time to get ready. What could staff do better if we were given the first week to prepare in a meaningful way, before students enter our classrooms?