I’ve been reflecting on the lessons of this time of shelter-in -place lately, and there are some changes I will make as I teach going forward.
I am well acquainted with online teaching; I’ve done it, or some hybrid version, for years. I even earned an endorsement for online instruction with my Master’s degree. Still this pivot from face-to-face classes to unplanned remote instruction has made me rethink how I can better approach ALL of my teaching practices.
The very first change I will make is to focus on learning for the sake of learning, not for a grade. The primary complaint I hear from my graduate students who are already teaching is that, without the ability to grade work, few of their students are actually doing any kind of work. Students don’t check in, they don’t turn in assignments, and they don’t show up for synchronous meetings. The result is that the teachers are losing steam quickly. Why should they continue to create digital content when the impetus for students to do the work is gone? Why should students do the work when the grades don’t matter?
The lack of participation from students leads to a loss of motivation for their teachers, which means MY students aren’t keeping up with the assignments in their graduate studies. I cut the requirements in half, but the consensus from their Flipgrid check-ins is that they have no motivation to do anything at all.
I know that this crazy quarantine time is part of it. Uncertainty breeds complacency. BUT, several weeks in, I think we all need to find the purpose for learning again. After years of being part of the education system, it’s easy to forget about WHY we choose to follow the call to teach because we are focused on deadlines, due dates, and grades. Why do we learn? Why does learning matter? I have not made a practice of teaching that, so my students may not have really thought about it in years. I need to reinforce early and often that learning is personal, grades are arbitrary. If I model that teaching, then hopefully my students will pass it down to their students and the perception of school as drudgery will change.
One think I have done well as a teacher of adult is to open the semester with Ruiz’s Four Agreements. I think the idea that learning is for the self will flow naturally after 1) Be impeccable with your word, 2) Don’t take things personally, 3) Don’t make assumptions, and 4) Always do your best. I know Ruiz wrote more, but these four are sufficient and I can use them to lead to the understanding that ultimately, learning is for our own edification.
I need to ponder this idea further and decide how to make it the forefront of my classes: face-to-face, hybrid, and online.
On the less philosophical side, I’ve learned some practical things:
- If students are required to set up websites for a class (not by me), set specific parameters like most recent post first and dates on everything.
- Practice all the technology for the semester early and often and in class: Zoom, Flipgrid, photo/video editing, Hangouts, Twitter and Twitter cats and Tweetdeck, and how to find anything on the web, including YouTube tutorials for all of the above.
- Use dates for deadlines, not week numbers! Granted, some of this comes from teaching other people’s classes, so they set it up, but I have learned that abbreviations and numbers are far more confusing than actual words and dates. “WWA #3” – what is that and when was it due again?
I’m sure I will continue to learn more as this semester concludes, but just those three practical things will make a huge difference. I think students will appreciate the reminder that educators do not choose to teach because of grades. Education is a calling as much as a vocation, but it’s so easy to forget that with all the demands of quantitative data, content- driven curriculum, and the need for “rigor.” If we who teach can remember why we learn, perhaps this time of pandemic will have served a useful purpose.