Issue link: http://educator.cta.org/i/1419056
Different than during the shutdown When schools shut down during the pandemic, teachers were operating in "survival mode," says Allred, who was then teaching at Antioch Middle School. But with the benefit of experience, collaboration and better technol- ogy skill sets, the academy has expanded creatively to offer project-based learning, social-emotional learning, digital citizenship, peer collaboration, individual and group projects and more. When COVID numbers go down, in-person voluntary activities will be held, such as science experiments and social gatherings. ere's far more live online instruction, too. First grade teacher and AEA member Jennifer Raymond has whole- group instruction from 8 to 10:45 a.m., and after that she works live with English language development students while other students work asynchronously. After lunch, she works with small groups, who take turns working with her and working independently. "I am live with my students all day long aside from a re c e ss break or lunch ," say s R aymond , w ho gets breaks when students spend time with online PE and music teachers. At the middle school level, Allred has a different class every 50 minutes, including ELD classes, and works mostly with live students. rough Microsoft Teams, she set up a channel that serves as a forum for students who want to socialize during lunch and after school. AEA member Samantha Franceschi, who teaches sev- enth and eighth grade math and science, likes being able to do virtual, interactive labs and simulations with students, which is a huge change from last year. "I love having the flexibility to do things with technology, whereas before, it was mostly with paper and pencil," she says. "This type of instruction also allows students to go at their own pace. It's much easier to individualize instruction virtually than in person. I'm doing that for a student who is a year above grade level." Franceschi, who previously taught at Antioch Middle School, enjoys other aspects of online learning, such as increased student engagement. Last year, many students kept their cameras off and were not engaged. But those who sign up for omas Gaines commit to leaving their cam- eras on and are much more focused. "I like that classroom management is not a major issue," she says. "I don't have to deal with tardiness or class disruptions. I tell my students if they are late or need to ask me a question, they can send me a ding to let me know. And if they need to go to the bathroom, they don't need to ask for permission." Because most students have parental or adult supervision at home, teachers say, it's easier to help students stay on track. "I have constant conversations with families to make sure the structure and learning environment in the home is conducive to learning," says Raymond . " Th e parents want to know w hat th ey can do to support an online environment where their child can be successful." As well as not being exposed to COVID-19 at school, Janin Gonzalez's son Devon is learning valuable computer skills and self-discipline through Thomas Gaines. 43 O C T O B E R / N O V E M B E R 2 0 21 "We saw some students thrive in remote learning. When you look at the data, you can see their academic growth." —Stephanie Allred, Antioch Education Association