Asynchronous Post for 27 may 2021
We started class together talking about your experiences as a student. And that's important. I can't say this enough times: we teach the way were taught and so it is important that we interrogate our student experience so that we are the best teachers we can be.
Now we are moving towards thinking about the culture for teachers in the US classroom. This is tougher because, for most of you, you've never been in the position of teacher--never had to talk to a parent, master new teaching technology, learn the curricula, design and implement lessons to teach that curricula, or suddenly move all of that to the zoom sphere because of a global pandemic. This asynchronous post is a snapshot of what the experience of the teacher is based on the very unscientific work of finding a bunch of mainstream articles on teaching.
For your asynchronous post today: Please summarize your two articles in 200-300 words. Be sure to identify the major issues as they related to teachers, teaching, and the classroom.
Once you've posted, respond to a colleague: Please identify another classmate who has an article that agrees with, contradicts, or expands/adds to the point your article is making. Respond to that person with the ways you see the article agreeing, contradicting, expanding/adding to your article. You have between 100 and 200 words to do this.
A NOTE: Why did I ask you to locate two articles? You probably know the answer. Any article written after March 2020 will be about teaching in the pandemic. Because that has dominated the classroom, it's important to capture that moment. However, it's not like everything was perfect before we all went online. And so it's important to capture other aspects of what it means to teaching in a classroom, which is why I asked you to locate an essay written before 2020.
REMEMBER: Asynchronous posts are due by Midnight tonight--so 11:59 PM on Thursday, 27 May 2021.
5/27/2021 01:22:11 pm
5/27/2021 01:31:40 pm
You make a really good point about how the pandemic brought along new ideas of making negative situations into more positive ones. I do also believe that our use of technology has improved significantly and that much of it will not go away. Because we’ve had to become more reliant on it, we have also become more comfortable using it. I appreciated this article and the light that it touched upon. My article that I looked at did contradict yours in some way. The one I discussed described the negative effects that online learning has caused for children where English is their second language. For them, it has taken a significant toll on their familiarity with the English language.
5/27/2021 01:34:45 pm
As a building base substitute I can totally relate to the struggles that the pandemic has put on students. I know that the building that I am at has awful ventilation, I ended up passing out in the heat of August because there was no air flow and it was 90 degree weather outside and of course we all had our masks on. I know first hand the horror stories of the ventilation, it stinks. Learning has been completely lost, it’s hard for students to pay attention now that they are fully in person because they were forced to watch us through a screen with the various distractions that are in their home life. I know as a student I prefer to be online, I don’t miss the stress of commenting to Bridgewater, I don’t miss talking to strangers, I don’t miss the anxiety I had trying to walk 5 miles to the other side of campus in the pouring rain trying to make it in between the 15 minute gap of classes. I also know that it is crucial for the younger grades to be emerged into a daily school routine because they need that structure. Hopefully through this pandemic we can all make a change for the better and suite the needs and comforts of all learners.
5/27/2021 03:32:07 pm
I would say that same thing, but not online is for everyone. Some people want to have in person class than online. To be honest this zoom, blackborad, etc is getting bored at some point,
5/27/2021 01:24:25 pm
David T Golden
5/27/2021 02:19:15 pm
The article where children are having a more difficult time learning and speaking English because of the pandemic is very interesting. I feel like it is connected to the one I found where students have difficulty managing their time. Students more than anything else desire to be face to face with their peers. That is how they learn and grow, not from Zoom meetings. In the article that you posted the children need that physical contact in order to appropriately learn and because of the pandemic they lost that. I feel like in the future students are going to have to play catch up in order to get back to normal. Everything is not going to go back to the way it was immediately.
5/27/2021 07:33:52 pm
It is interesting to see the different ways that educators are looking at the effects of the pandemic. In the article I summarized they were mainly focusing on the ideas that technology and other learning strategies that had to come into play are now possibly staying because of how successful they can be in developing students learning. This concepts contradicts your article, saying that many english language learners are struggling to learn effectively. I can see both sides of it and I think there is no one right answer. The pandemic has brought a lot of change to the way educators will go about their job. It all ultimately depends on the students they are encountered with.
5/27/2021 01:26:52 pm
5/27/2021 02:19:13 pm
Covid pushed English Learners into more stress than before, especially with reading and writing. My articles could actually help solve your English Language Learning story! The students who actually do have access to technology outside of school could zoom in their screens to have larger print. This may relieve anxiety in reading and writing by encouraging them to focus on one sentence at a time. Depending on funds available, if they could borrow large print texts this could also enhance their fluency by working one word at a time. I bet students could zoom in the text on MCAS too!
5/27/2021 08:55:21 pm
I also read an article on MCAS, but with a slightly different focus. The article I read (published in May 2021) talked about how MCAS testing had been postponed to be taken in late may/early June, and that the reason why they pushed to keep the test at all was to better understand the areas in which students had greatly fallen behind in due to the pandemic. However, these results wouldn't come back until mid-fall, once its too late to efficiently use these scores to shape instruction for these students. Another weakness in this plan involves the amount of stress added to these already stressed students and teachers. I completely agree with your opinion that it seems absurd to test students and burden their mental well-being when it won't "count for anything" in the end.
5/27/2021 02:03:54 pm
Tasha Squires (2020) discovered that books with large print have a positive impact on students’ reading development and engagement. Squires observed that over time, when students were referred to her during the time, they were reading smaller print, she saw abrupt changes in children’s reading progress. For example, stuttering stopped in one child and another student with challenges in fluency began to read with expression and adequate pace (Squires, 2020). Larger print was a stress-free method or approach to reading, as fingers were not used as a visual guide and students could simply look up and magically find their place again (Squires, 2020). Using metacognitive strategies also is an important aspect of English Language Arts development. Julie Hodgson’s New York Times article (2019) provides a description of investigating stories from various perspectives. Hodgson’s approach to reading instruction is encouraging students to find the “why” and meaning beyond the text. She describes this as the “Anatomy of a Scene” (Hodgson, 2019). Students begin to enhance their evaluative and inferential comprehension skills. Moreover, bold text in books, building fluency, can help students foster a deeper understanding of the “why” or meaning behind the book.
5/27/2021 02:08:08 pm
Gabriel El Khoury
5/27/2021 03:42:54 pm
It cannot be understated that the pandemic has been challenging for educators and those being educated alike. In your first article, "Remote Learning Makes Time Management Even Harder,” a number of valid observations are raised, such as the increased likelihood for students "to become ill, anxious, hungry, lonely, and depressed while learning exclusively online." While time management may suffer as a consequence of online learning, my article, entitled "Teachers reflect on a year of Covid: students struggling, others thriving,” offers a potential upside to the pandemic: the fact that "[s]ome students have thrived without the social pressures and distractions of in-person school." Like all areas in life, there are upsides and downsides. Going forward, perhaps a synthesis of both online and in-person learning could make for a more robust teaching landscape, catering to the wide range of students' needs.
5/27/2021 06:57:43 pm
From your first article, it makes complete sense that a removal such as "peer modeling" and "teacher reminders" would lead students to fall behind academically and fail to manage time. No one could have been prepared for the past year, including teachers and students who suffered immensely. My article takes a different approach regarding remote learning in the sense that students are becoming too reliant on technology and enjoyed using the latest and greatest online apps and tools. My article argues it may be a challenge to remove that constant technology aspect that students have endured for a long period of time. There are a lot of unknowns on how students will reenter the classroom after over a year of staring at a teacher in a small zoom square is a definite stressor. While your article is optimistic to get back into the classroom in the hopes students will be better off with time management skills, my article has a little more anxiety with the transition.
5/27/2021 03:30:21 pm
I remember when I was volunteer at my old middle school, I noticed that the teacher need to teach remote and in person. They would be few people in class like about 8 students and the rest would be at home. The student was getting bored, tired, and they wasn't in the mood to pay attention through the zoom. Since Covid-19 started learning has been very hard and lost for all the students and not everyone wasn't ready for online learning. Online learning isn't for anyone but iI prefer online then in person. Since I started college all my classes are online depend which classes like science and lab, but beside that all my other class would be online. At this point I'm even get tired of online class and zoom, because I feel these teacher don't care about us a students. They just keep giving us lot of homework without knowing it.
Gabriel El Khoury
5/27/2021 03:32:58 pm
5/27/2021 06:42:16 pm
The first article, “Schools Already Struggled To Teach Reading Right: Now They Have to Do It Online” was written by Benjamin Herold in 2020. Since the pandemic hit, teachers have faced an even greater challenge which is teaching to a bunch of small squares on a computer screen. This is especially challenging for the younger children who need that in person interaction with teachers to learn to read and write. A lot of teachers have transitioned to using online apps and tools as new forms of teaching because they didn’t really have other options during the pandemic. Now, a lot of teachers are reliant on these apps, even with schools opening up across the United States. The article discusses the benefits of technology that arose from the pandemic, but also the unequal distribution of technology across the country based on economic and racial status. Technology was necessary during this difficult year, but now the question is are children too dependent on it for academic purposes and thinking less independently? The school zoom aspect is also tricky because it isn’t guaranteed every student is as actively engaged as they may be in an actual classroom where the teacher has more control in person. This was a testing world we have lived for over a year, and the article stresses the unknowns regarding how students who previously struggled with reading will adapt back into in person classrooms and what technology will look like in classrooms as well.
5/27/2021 08:28:59 pm
When searching for these articles, I tried to find a common theme. In this case, the commonality was standardized testing. The first article was from 2019 and discussed U.S. students’ performance on an international exam. According to Lauren Camera, the results from these international assessments placed the U.S. in top ranks compared to other countries, and this ranking had also improved since previous years. Yet, while many saw these results as a reason to celebrate, in actuality, students had actually not improved at all in their scores, and only appear to be scoring higher than other countries; In other words, other countries have dropped in ranking. Realigning the audience’s focus on individual progress, further attention displayed a performance gap that occurs in these results, specifically in reading. The remainder of the article explores possible influences for this gap, including socioeconomic factors and school resources. Essentially, the main purpose f this article was to acknowledge that, while the U.S. may appear to be performing well academically in comparison to other countries, the closer focus must be placed on individual student progress, including why issues such as performance gaps occur and ways in which this problem might be solved.
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