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Blog
  • 15.05.2020

Preschool students thrive on distance learning – but yearn to get back to school

Greetings to you all from Turkey. My name is Nurten Akkuş. I am a Global Teacher Prize Top 10 Finalist. I am a preschool teacher –my students are between the ages of 3 and 6. I work in a socio-economically disadvantaged area, where I seek to change and improve people’s lives with education. I attach great importance to paying attention to the individual characteristics of my students. We have made our class and school suitable for the development of my students. We enjoy education by having fun and discovering together. Before the coronavirus entered our lives, we had a great school environment. However, suddenly we had to move this educational environment that we created to digital media.

The virus first reached our country in early March. Everyone was in panic as the world woke up to the epidemic and thousands of people died. Our health ministry and state administrators gave out information about precautions to take. The schools were on vacation. People in our country were called on to “stay home” to try to prevent the spread of the epidemic.

Around the world, we are having a very difficult time. Schools are closed in many countries. We cannot teach face to face. But we are teachers. Our students and their families are always very important to us. It was very difficult to explain this situation to all our students, because we loved learning and school with our students. Families and children were very worried about the virus. I wanted to reduce anxiety before we began teaching online. I had to increase their motivation.

First of all, I talked to the families. I told them that although we need to pay attention to the news, excessive anxiety will be negative in children. I did family education online. We constantly communicate with the groups we have created with them.

Then I spoke to my students online. It was a different experience for them. I told them how we should pay attention to cleaning, and what the virus is, in a simple way suitable for age groups. I asked the children to make part of their home an activity centre. They made their home environment fun.

A great system was made by our Ministry of National Education. Distance education was supported with TV channels. Online training content, game activities and books were prepared. We have set up an online classroom with this system. We share our daily activities there. We also share the daily education flow with the families and enable them to participate in these activities. We carry out many activities with our students such as art, science, plant breeding, vital skills training, free activities, drama, design, mathematics and language education. Through this process, psychological support has been provided for students and families in our country.  

All teachers are constantly communicating with their students in Turkey. Distance education methods and educational content are further developed by our Ministry of National Education. Despite the fact that my students are young, they are obliged to learn via distance learning methods. Families and teachers take an active role in the distance education process. I have given lectures in Turkey and many different countries. But I am giving online conferences right now. Teachers always believe that face-to-face education is very important. This is absolutely true, however, teachers now think that given the critical situation in the world, opportunities for distance education should be well known.

The Varkey Foundation, which works to build the capacity of teachers, offers a great chance for teachers to meet online to discuss methods in different countries of the world.

In a very short time, we have become used to living with digital life and learning. Of course, we miss being with our students and our school. They also miss us. However, my students’ health is very important. And they should not miss out on their education. I hope this epidemic ends as soon as possible in both my country and the rest of the world, so that all people in the world are healthy and that all children can go back to school.

Nurten Akkuş

Nurten Akkuş was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

Blog
  • 09.05.2020

Apollo-13ing teaching in a global pandemic

From the start of this global pandemic, my aims have been to help protect the health and wellbeing of my students, to maintain some continuity in routine, and to meet my students’ learning needs. As I have adapted and evolved, four principles have framed my teaching response:

  • Keep it simple. Pedagogy and relationships over tech tools.
  • Keep learning pared back to what is essential.
  • Focus on keeping up connections and relationships – that’s what matters.
  • Don’t stress about high stakes assessment.

I know that the learning experiences I design on campus cannot be easily replicated through distance learning. In a short space of time I have learned how to: use the tools online learning offers; balance synchronous and asynchronous connections and collaboration (if you have ever watched a YouTube video for 60 minutes you will understand what I am trying to avoid!); and establish trust and cultivate engagement in an online environment.

At the beginning of each week, I post the instructions for learning on the school learning management system. A weekly videoconference check-in is followed by a series of short assigned prompts or projects, classes are divided into smaller online tutorial groups on discussion boards, and office hours are made explicit to respond to questions and to provide feedback.

The transition has been challenging and the superhuman efforts demonstrated by the entire global teaching profession under trying circumstances have been impressive. There have been teething problems and I have trusted my professional judgement. I am, after all, learning how to teach via distance in the middle of global pandemic.

There is a steep learning curve in the first week, online fatigue needs to be managed, and I have had to rethink how to engage students and have empathy for their experience. It is really important to connect with students online and design tasks that are interactive. It gets easier after the initial learning curve.

My students are also adapting the ways in which they learn and this has been a large adjustment. They have been brilliant, demonstrating independence, developing their ability to self-regulate, and coping with frustrations. When I asked them for one word to describe their feelings about distance learning, replies included: “neutral”, “open-minded”, “curious”, “different”, “interesting”, “excited”, “isolated”, “relaxing”, “flexible”, and “unsure”.

Parents have modelled patience and partnership. Two examples from emails I received:

“We are very appreciative of everything the school is doing to keep our children connected and moving forward. Thank you to all the staff for their amazing work.”

“Our three children have had to manage the changing learning environment without us being physically present to support them. Despite the rapidly changing environment, they have coped extremely well and I am proud of their resilience and the positive perspective they are bringing to this difficult time.  I attribute much of the ease of this transitional period to the approach and support provided by the school.”

I am providing opportunities for parents and students to give feedback as I navigate and fine tune my distance teaching techniques. My teaching skills are evolving and I am enjoying the stimulation, collegiality and creativity of this steep professional learning curve.

 

Cameron Paterson

Cameron Paterson was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

Blog
  • 08.05.2020

Distance cannot stop our learning

"What if lessons were like stories! What if we could watch those like cartoons on the TV!! Wouldn’t it be great fun, if lessons could float like clouds, in front of the eyes?  Learning could be more fun then. Again, if there is any time, when we are far from our school and teachers and we are unable to understand even an easy lesson; what can we do then?  Keeping this in mind, we came up with this endeavour.”

These words are from the description box of the Facebook page “The Online Teacher”. Let’s find out about the background story!

I am Shaila Sharmin, currently working as a teaching fellow for Teach for Bangladesh. I teach grade 4 and 5 students in a government primary school in Dhaka, Bangladesh.

Like all other students all over the country, my students were preparing for a class party on 17th March, which is National Children's Day in our country. They made all the arrangements, decorated the classroom and ordered the cake. But suddenly the notice came to immediately shut all the educational institutions in the country before their party day. At first, the students thought that they had 14 days’ vacation. They were heartbroken, but they thought they could make it after the short vacation. We had no idea how long it was going to be.

When reality hit, we all found out that it is going to be an uncertain period of time. A colleague of mine, Atia, while communicating with students and asking about their life and study, realized that students did not have any scope for learning. They do not have anyone in their family who can help them regarding study. Fellows are their teachers whether the school remains open or not. 

Another fellow, Sanjida was maintaining contact with her students and giving them mental support. One of her students, who was top of her class, said, “Apa, when will the school will open? I have no teacher, no homework, I have nothing to study because I can’t solve some lessons by my own. I am getting bored at home and I will not get good marks in the examination if this situation continues.” After hearing the urge of her student to learn, Sanjida tried to support some of them over the phone. But it was not very feasible idea.

Analyzing all these events, I asked myself how prepared I was to face this problem. I thought there must be an alternative way to reach her students. So, Atia, Sanjida and I came up with an idea to support our students by making educational videos and sending them through the Internet.

We were determined to continue teaching and learning because life can’t stop in this lockdown. We gathered our ideas and thoughts. Initially we thought of making videos and sending them to our students. But then we realized we could post them on Facebook and upload them to YouTube. This could be useful for many students around the country. So we started to plan, selecting topics. We named their project The Online Teacher. We opened a Facebook page named The Online Teacher and created a YouTube channel. The videos are 5-10 minutes long so viewers don’t get bored. We are writing up scripts, gathering material, shooting them, editing the videos and finally uploading them to both Facebook and YouTube. We started by sending them to students to make sure they are understandable.  

Using this platform, we are trying to make comprehensible video lessons of Bangla, English, Math, General Science, Bangladesh and Global Studies and Fine Arts for grade 1-5; and to reach as many students as possible all over the country. We are also giving mental health support through messages and live sessions. We are not only focusing on textbook-related content but also trying to cover history and life-related knowledge.

We are seeking feedback from their students and asking them on which topic they need the videos. The students are also enjoying seeing their teacher on the screen and learning by themselves. But it was not an easy initiative to take. We didn't have any resources as we were not prepared for this long lockdown. We had no skill regarding video editing. In spite of the challenges, we made it happen. When you want to make a difference, you will find your way to your goal.

Teach for Bangladesh serves students who are from very challenging economic backgrounds.  A little care can have a great impact on them in this pandemic situation. Engaging those students with studying also helps keep them from anxiety and depression. COVID-19 has shown us many challenges. Our good work must go on because we believe doing something is better than doing nothing.

— Shaila Sharmin

Fellow, Teach For Bangladesh

 

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

Blog
  • 07.05.2020

Online teaching during the COVID-19 crisis

I have been a physics teacher in secondary school (grades 9-12) for twenty-five years, and during that time have always been sure to share and publish things I do with students to provide examples and ideas that may benefit my teacher colleagues and their students. The easiest way to share is to put everything online, so that both students and other teachers may access resources at any time. Whether having a live classroom of students or teaching an online course, which I have done with Northwestern University, having Internet platforms on which to put teaching and learning resources has always been part of what I do as a teacher, and I recommend all teachers begin to take this approach if the technology is available. While never being in a situation like we have now because the COVID-19 crisis, where teachers must move materials online for students, the transition for me during this crisis is minimal since I am already setup for online teaching and learning.

There are numerous online platforms on which to put classroom resources, as well as video conferencing platforms that can be used to hold live class sessions with students or meetings with colleagues. With technology, we can make distance learning as close to a live class session as possible. For my students, the everyday class materials are on a Google web page that is linked through my school’s website. I have separate folders for each class, so students can access the appropriate material. I also have maintained a separate class blog for years. This is a normal tool students are used to accessing since many of the posts come from student recommendations they want to share with everyone. On the blog, I have different pages dedicated to different activities and resources students find helpful and interesting. For example, before the era of Khan Academy and online ‘how to’ lessons, I had already been making screencast videos of most of the topics I cover in my physics classes and formed an online library of over 100 videos for students.  In the past, the reason for doing these videos was primarily for two reasons: for students to have a resource outside of school when working on homework and needing to review the material at their own pace; and when a student misses a day, I can provide the appropriate video for them to watch and see what we did for that topic. There is also an increase in views before exams, when students are reviewing the relevant topics. Each video is stored on YouTube, and the videos are public for any student or teacher to use.

With the current situation, I post video links for students to watch either before (i.e. a ‘flipped’ classroom) or after an online class session. My preferred videoconferencing tool is Zoom. Teachers can open a free Zoom account that allows for 40-minute sessions. Students do not need Zoom accounts, but only a link that the teacher can post on a web page or email to students. I record each class session, put the video on YouTube, and then share with students on the class blog. If a student is absent or needs to review the class session, they can watch at their convenience. On a class website, teachers can post homework sets, labs, worksheets, assignments, help resources, articles and any other videos or websites. Students email me questions, or can organize virtual study groups through chatrooms, shared Google Documents, Facetime, Zoom, or Skype; or they can call each other on a phone. I setup Google Sheets for each group of students to share questions about materials, but also share new things they are trying during down-time while being in isolation: keep a focus on student mental and emotional health, because they will get lonely and will miss being in school!  Do NOT overwhelm them with too much work, because this is new for them, too.

I am fortunate my school has wonderful supports in place to help all teachers and students with this transition to e-Learning. We have staff dedicated to providing numerous online options and training staff on how to use the technology. We have Zoom department meetings to share what we are doing with our classes, and have email and texting groups for each discipline so teachers can support each other. The best advice I offer is to have good communication with both colleagues and students: listen to everyone and learn, and get feedback from students. Students are the ones who matter – they are getting different presentations from different teachers, and will tell you what works and does not work if you ask them! We need to be sure we are listening to the students so we can best serve them.

 

Mark Vondracek

Mark Vondracek was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

 

Blog
  • 06.05.2020

How are we working with students and colleagues to continue providing education despite the crisis?

They say change is the only constant in your life but who would have expected the change to be so drastic that it questions your chances of survival?  CNM School caters to more than 3000 students. We conducted regular classes until 13th March when the Government told us to close. Initially we were to reopen on 31st March, but closure has now been extended till 3rd May, with talk that it will be further extended to 18th May.

On Monday 16th March, teachers went to school to discuss and assess the way forward. We organized many meetings and then took all our resources home to prepare for the coming weeks. In the meantime, some teachers created teaching videos. We uploaded them so everyone had access and parents were ecstatic.

On 18th March, the closed school to everyone, so the only available helpline and support were the online classes conducted from home. Within 3 days, we had made around 50 teaching videos, uploaded worksheets and presentations on our school portal but it did not seem enough. The communication seemed one way. We were teaching but was there learning happening? Were students even accessing the material? Was there any way we could monitor student’s engagement and enthusiasm?

The following week we began Zoom classes for our older students, teachers began creating 1-hour teaching slot where students logged in meaning learning now seemed two way. We could see our students, answer their questions and upload files. However, there was still a hitch. What should we do for students unable to log in? How do we ensure the 1-hour classes were available for them to rerun and revisit? How do we post an assessment after completion of a unit to test learning?

Thus, while we continued with our teaching videos and Zoom classes, we needed to look for something more to gather students on a common platform. So, I connected with LabXchange, a free online platform which integrates learning and research experiences initially through Twitter. On Wednesday 25th March, I spoke with Ilyana and Jessica from LabXchange to discuss training for the platform and the support desired. I also confirmed with my teachers their willingness to learn and use this new platform. On Friday 27th March, a training session for around 85 teachers was conducted which lasted an hour and a half. The training went very well and the next day, our accounts were created under “SVKM CNM school” and students were added. The platform let teachers use their virtual online material and, most importantly laboratory simulations, along with their own personal teaching materials. It allowed testing and for materials to be reused, and for the student to revisit at anytime. LabXchange completely met our teaching and learning needs.

Every day the news and social media were reporting that the numbers of people affected by COVID-19 are increasing and that everyone needs to take vital precautions. Panic had become a way of life. We wanted to help students with their mental health and so, on our school Facebook page, we created live events every day from Monday to Friday from 4 pm to 4:30 pm where we could reach out to our students through Yoga, cooking, music, games, quiz and stories. We created a timetable for teachers when they would go online for their students, along with a co-host, to lead a lively and positive event through which students could share their feelings through comments and emoticons.

We never knew that online teaching could be as powerful as face to face teaching and that with the advent of a virus, the whole world would have to refocus, realign and redesign the definition of life, work and play. The crisis has brought us completely to our knees but it has also opened windows to demonstrate immense gratitude to mother nature and all human beings.

 

Kavita Sanghvi

Kavita Sanghvi was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

Blog
  • 04.05.2020

Teaching through COVID-19 in South Africa - #TeachersVoices

 

Your experience as a teacher using distance teaching / learning tools and platforms? 

Before Covid 19, I used Skype in the classroom as a tool for long distance teaching. I had involved teachers around the world in my classes and had contributed to international classes as well. When our school was preparing to close due to Covid 19, we were already using Microsoft TEAMS and Google Classroom at school. When school closed, we were asked to use these for online teaching, and setting and grading of assignments.

 

How you are working with students and colleagues to continue providing education despite the crisis?

The two platforms, Microsoft TEAMS and Google Classroom, have proved excellent for online teaching. I give (and record) lessons with up to 30 pupils in a class at a time, and take questions so the class is interactive. I also set up WhatsApp groups for each of my classes, for quick messages and to receive questions. I also send short voice messages, either reminding pupils of something that is due or send short messages of support. I have uploaded Kahn academy clips, YouTube clips, or links to lessons that I put on Google classroom, and have assigned work with deadlines here too.

Pupils that are from under-resourced backgrounds were provided with a dongle and data by the school, and an iPad, to ensure they can keep up with lessons.

 

How you are dealing with these new working conditions?

The pupils have responded differently, and I have therefore had to adjust my teaching for those who go at a slower pace, due to lack of self-discipline or depression due to isolation. I start each lesson with emotional encouragement, get feedback on how people are feeling, and generally have slowed my pace or expectations. Some pupils work fast, but some have slowed down, due to family members being diagnosed positive with the virus, or other personal reasons. I find the parents are also challenged with everyone being at home and are asking the school to have a day each week when pupils can catch up and no new work is assigned. In some of the lessons, when I say goodbye, the pupils get quite tearful. They are really trying hard to keep up with the work. I have been very proud of them but realise how much explanation and support they rely on, day to day. I have tried to keep it simple as pupils are having a lot of online lessons. They are logging off and on to different teachers’ lessons for 5 hours, with few breaks. This is a senior school, but some teachers have not stuck to the timetable, and thus their tests have gone over-time etc.

Some of the important activities that I run, such as social responsibility, where we work with inner city kids who have AIDS, and “Model UN” that I run, and the work I do with other organisations on SDGs, has slowed down and much has been put on hold for the 21 days of complete shut-down.

 

What guidelines and support have you been given (if any)?

We have support from our IT staff, online. Staff members share information on what apps and programmes have worked for them. Staff are asked to stick to the normal timetable for lessons and we are preparing online reports as well at the moment. We share glitches with IT who then try and solve them.

In early April, I was asked to be part of a Jakes Gerwel Fellowship Webinar in South Africa, called Educating in Interesting Times, which addressed the use of different tools for online education.

I am also on the Varkey Foundation’s Varkey Teacher Ambassador (VTA) network and share and receive ideas there.

 

Marjorie Brown

Marjorie Brown was one of the finalists of the Varkey Foundation's Global Teacher Prize.

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.

News
  • 19.03.2020

Responses to COVID-19 education disruption

At the time of writing this article, the Coronavirus (COVID-19) pandemic affecting the world has led to nationwide school closures in 102 countries and localised school closures in 11 countries, impacting at the time of publication over 860 million children and youth. This means that teachers, parents and students have to adapt on a daily basis to changing situations.

The international community is mobilising to provide resources to education systems from the national to the global level. Below is a non-exhaustive list of information, recommendations and resources put together by the Teacher Task Force members. We will continue to update it with relevant information.

We are also encouraging members and experts to send us any news about how you and your respective countries/organisations/institutions are coping with this crisis.

UNESCO

UNESCO has created a UNESCO-COVID-19 Emergency Task Force to support national education systems impacted by sharing effective policy responses through a series of webinars as well as a curated list of freely accessible learning applications and platforms.

UNESCO also launched a Global Education Coalition to facilitate inclusive learning opportunities for children and youth, putting together international organisations, private sector companies, CSOs and NGOs as well as international networks.

UNESCO is also collating testimonies of students, education staff and parents on the realities of distance learning and continuing with education despite the school closures. You can wtach the videos on their website.

Their dedicated website is available in:

The UNESCO Institute for Information Technologies in Education joined forces with UNESCO International Research and Training Centre for Rural Education (INRULED) to produce a new Handbook on Flexible Learning during COVID-19 and released a special publication entitled “Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak”.

UNICEF

UNICEF has developed an information hub containing the latest updates as well as explanations for teachers and parents available in:

They have also published a Guidance document together with the WHO and the IFRC. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities.

It is available for download in English, French, Spanish and Arabic.

INTER-AGENCY NETWORK FOR EDUCATION IN EMERENCIES (INEE)

INEE has published a list of resources that have been collected to support the provision of education in places affected by COVID-19, with particular focus on distance learning, alternative education, e-learning, and psychosocial support.

The resources are available in:

COMMONWEALTH OF LEARNING

Keeping the doors of learning open COVID-19: the Commonwealth of Leaning has compiled a selection of resources and tools as a first response to this crisis, as well as guidelines to use OER.

The Commonwealth of Learning has also launched a partnership called the International Partnership of Distance and Online Learning for COVID-19, bringing together institutions and organizations committed to supporting learning in these times of crisis.

International Council for Open and Distance Education (ICDE)

The International Council for Open and Distance Education has put together tools and resources to help educators deliver quality distance and online teaching.

They are also launching a global campaign called #learningtogether to share knowledge, expertise and best practices.

Teach for All

The Teach for All team developed the Virtual Navigator as a resource hub to support network partners in implementing virtual learning and convenings for staff, participants, recruits, and other stakeholders.

Virtual Leaning Navigator available in English.

Carey Institute for Global Good

Their Centre for Learning in Practice team is putting together plans to support learning in emergencies and have scheduled informational webinars and trainings on how to move leaning online.

Moving Teaching & Learning Online.

Right to Play

In the midst of the Covid-19 (Coronavirus) outbreak, Right to Play is using games to teach young children in their programs the importance of washing their hands thoroughly and regularly to prevent the spread of the virus.

More information on their website.

Blog
  • 30.04.2020

‘Zooming’ in on learning during Covid-19 - #TeachersVoices

My name is Anne-Fleur Lurvink and I am a teacher at Lyceum Kralingen, a secondary school in Rotterdam, the Netherlands. I teach English as a foreign language to students between the ages of 15 to 18. I am also mentor to a group of 21 students, head of department and coordinator for the UNESCO Associated School Network. In addition to teaching, I also work in the field of international development where I act as consultant for youth empowerment and education. 

When I entered the field of education I could have never imagined a crisis like the current COVID-19 crisis to knock on our door. Being part of an enthusiastic and energetic team, committed to ensure learning in these challenging times, has made all the difference.

 

Necessity is the mother of invention

When the news arrived that schools would close, we really collaborated as a team. Teachers came together at school for a brief brainstorm session and started transforming the curriculum to an online one in just one day. Of course we are still learning and figuring it out as we go along, but what makes it manageable is the fact that we are in it together.

Teacher development has accelerated and peer learning has been central to it. When one of us faces some challenges, others step in, organise a team zoom and we learn from each other. We are also drawing on our creativity and out-of-the-box thinking. For example, we have replaced test with small research projects. There is also a range of free online applications for e-learning available. One very useful website is https://www.todaysteachingtools.com/ which offers different flowcharts to figure out which ICT tool is fit for which purpose. It also offers a free online course for language e-learning.

In addition, I try to include my students in the process. They often have a much broader knowledge of ICT and they have given me great suggestions and feedback (such as how to switch off the annotation mode in Zoom when I do not want creative expressions of my students to appear on my PowerPoint).

We also try and keep up good spirits by approaching things with a sense of humour, accept it when things do not go as planned and have a good laugh from time to time. It is also important to give our students confidence that this situation will end that they will be fine.

 

The challenges

Despite the many creative solutions and increased collaboration amongst teachers, there are many challenges to be faced. There is the obvious work-home balance, which is hard to maintain with non-stop online availability, and matters of digital (il)literacy.

Online learning is based on the assumption that students have the possibility to follow online learning at home. Unfortunately this is not the case for all students. Less advantaged children have a greater chance of falling behind and the equity gap is increasing during this crisis.

We also worry about the social and emotional well-being of our students. It has become more apparent than ever that schools are more than just places where knowledge is transferred. It is where children socialise and where they grow. Schools are safe places for those who have unstable homes. How to ensure this at a distance? The role of the mentor has become more important because we are responsible for connecting with students and their parents.

In addition to online lessons, we also organise one lesson a week just to chat and to keep up to date on how students are coping. Together with the care-team at school we try to monitor every student and their well-being, but this is extremely difficult. Some students go off the radar and schools can’t get in touch with them or their parents.

 

Teacher empowerment

Here we have been given the confidence to come up with solutions and ideas and we are part of the policy dialogue at our schools. I believe this to be essential in order to maintain learning at a distance.

As a teacher you know your context, you know your students and you know what they need. In terms of learning and leaving no one behind, facilitating teachers to face this challenge will determine the out-come of this crisis. I am happy to be part of several networks of teachers and educators from across the globe, exchanging experiences and sharing knowledge. I would also recommend this to other teachers.

Join these networks and webinars and let’s bundle our strengths!

 

Some networks and platforms

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This piece is part of the Teacher Task Force’s #TeachersVoices campaign, created to bring forward the experiences of teachers working every day to ensure their students continue to benefit from a quality education despite the COVID-19 pandemic. To participate, go to our dedicated webpage.