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    • A Teacher Tale: Virtual Learning Concerns

      Posted at 11:30 am by Jeddarae, on August 29, 2020

      Like any teacher who has started the 2020-2021 school year, I am trudging uphill to get a handle on teaching my curriculum in a digital world. Who am I kidding? We’ve been “in” school for three weeks, and I still won’t even get to the state-mandated curriculum until Tuesday. Like I said in a previous post, “I feel more like tech support than an actual English teacher” at this point. And in this new realm of almost fully digital teaching (I’ve gotten rid of all paper including books this year), these are the key factors that I’m worried about.

      1. Cheating and plagiarism. With the interwebs at their fingertips and teachers’ minimal capabilities of monitoring students learning at home, cheating and plagiarism, already an epidemic in middle and high schools, will be more rampant. Yes, there are programs to help catch plagiarism. Yes, there are programs where teachers can monitor what students are doing on their screens. Yes, there are programs where students can take tests in locked browsers. But. There’s no way for teachers to know that students at home don’t have their phones out or even another computer out googling answers while testing. Granted, the way that most English tests are set up anymore makes it hard to cheat, but that isn’t the case with math or social studies tests. And there’s no good way to prove that a student cheated with this setup. I also already had a student plagiarize an exit ticket, on a question that wasn’t even really plagiarize-able. Last year during digital learning, I had gobs of students put straight up the first thing they found in Google as their answers to a test grade assignment about “The Cask of Amontillado.” It’s loads easier to prove plagiarism, but students will deny it even with the proof in their face (and don’t get me started on the parent denial of their perfect student committing fraud). I’m enforcing a strict plagiarism policy this year to make it hit home to students that cheating in any form is not cool.
      2. Being recorded. There. I said it. We’re required to record our Google Meets. I’m being recorded all the time and so are the students. No thank you. First of all, I don’t understand how legally this can be a thing. I’m recording minors. Everyday. Secondly, the students don’t want to talk, whether it’s because of the fact they’re being recorded or you know they’re just middle schoolers who don’t want to talk. Thirdly, it’s a can of worms. It makes it awkward to correct a student’s behavior. My tone is forever documented on that recording, so are the students’. It’s going to make organic conversations around literature die, and these complex texts that we read at the middle school level discuss adult situations. You never know what kids are going to ask. Romeo and Juliet have a wedding night. They commit suicide. Odysseus cheats on his wife. Men rape women. While I’ve always handled the questions the kids ask about these texts professionally, I would hate to think what an outsider listening to these conversations might think about my classroom. I can’t skip over these parts; the kids are smart, they get it, and they ask questions about it. (Now granted, if students are doing independent work or testing, I don’t make them stay in the Meet the whole time because their technology doesn’t work properly if they’re running the Meet and trying to do work at the same time, but I run the Meet the whole time so they can pop in and out to ask questions.)
      3. Parent criticism. Listen, I’ve always dealt with this, lost sleep over it, had panic attacks about it, thought I’d quit my job over it, etc. But parents now can literally hear what’s going on in my classroom and your classroom if the students aren’t plugged into a headset. My students are on silent to get rid of background noise for the whole meeting, but I have no idea what’s going on in their houses or who is listening in because I can’t hear them and I can’t see them either. It’s eerie to know that people are listening who shouldn’t be. Not that parents aren’t welcome. Or that their input isn’t valuable. Or that they shouldn’t advocate for their children if they believe their children have been unjustly treated . . . but still. I’m human. Sometimes my tone comes out wrong, or I’m being sarcastic, or the parents have missed what’s happened before with their students, or– All. Of. The. Other. Possibilities. Parents are being eavesdroppers. And that’s creepy. Sorry not sorry. 
      4. Shift in teacher and student work expectations. I refuse to be available 24/7 to students and parents because of digital learning. I refuse to bend over backward to meet unreasonable digital learning expectations. I refuse to run myself ragged just because society demands it so. I can still be a good teacher even while saying no. I’ve already shifted my paper-based lessons to be fully digital. Do you know how many hours of work that took? I now don’t get my own lunch break because the students have to eat in our rooms. Heck, I have to clock into work at 7:05 and I’m now with students until 1:15 every day, except for SWIFT runs to the restroom in between classes. I’m now chained to my desk in front of three computers instead of up and interacting with kids during lessons. When students are quizzing, testing, or writing, that’s my time to grade in class. That goes out the window with virtual learning because I’m troubleshooting device issues with kids and monitoring their screens constantly instead. I’ve got even less time to grade at work than I did previously. And the poor kids. No recess. No true group work. Also tied to their device, or devices if they’re at home. Often their technology doesn’t work. Lots of students can’t manage their time in class without a teacher directly in front of them. Their technology is a distraction. And I could go on and on. But mainly, I’m distressed at how we’re expecting students to be miniature corporate business people who can toggle among Google Meets, a lesson, and four other tabs when there are kids out there who can’t even get logged into a website they use every day.  They’re just missing business suits and MBA’s. Pretty soon they’ll be telling their coworkers, I mean fellow students, to “lean in” and be “team players” and throwing “synergy” around like confetti.
      5. Is virtual learning our new forever? Once the pandemic gets under control, is virtual learning going to be a permanent part of brick and mortar schools? If I have students who get sick or have to have surgery requiring them to miss a week or two or seven of school, am I going to be expected to teach them while they’re at home if the parents want that for their children? Am I going to have to be prepared on any given day from this point forward to teach students at home too while most students will be physically present? If I have to have surgery that requires me to be out but I’m able to teach from home, will I be allowed to do it? Should I be allowed to do it? Is it one of those just because we can doesn’t mean we should scenarios for both students and teachers? Also, just an FYI, it takes three to four times as long to cover material virtually than it does in person. Students will get less done and learn less if this set-up is now part of our new forever. 

      I’ve got all kinds of other things on my mind, and I know the above is all rambly and gluey and incoherent in places, but at this point, I’m not worried about being eloquent. 

      And I’d love for all those Higher Ups in education, whether at the school level, district level, state level, or national level, to be alright with their workdays being recorded and listened into by whoever just so happens to walk by while they’re being live-streamed into people’s houses. Just saying. 

      Posted in teaching, writing | 4 Comments | Tagged teaching, teaching during a pandemic, teaching middle school, virtual learning
    • A Teacher Tale: How My First Week of Teaching Students During a Pandemic Went

      Posted at 12:08 pm by Jeddarae, on August 15, 2020

      If you’re not a teacher, have you checked in with your teacher friends who went back into the classroom this week?

      Sent them a silly gif of encouragement via text message?

      Venmo-ed them twenty bucks towards a splurge-y bottle of Pinot Noir for them to unwind with over the weekend?

      Offered your ear for them to vent their frustration?

      Or at least liked their end-of-the-first-week-with-students-during-a-pandemic Facebook post?

      You have?

      Good.

      Because it was probably rough on them. It definitely was overwhelming over here in Mrs. Ram Jam land.

      I made it through the first two days of only in-person learners just fine, but by day two’s end, my throat was on fire. From lack of use due to a five-month hiatus or just the normal back-to-school-first-week-malaise–or so I thought.

      Where I teach in Louisana, educators are teaching in-person learners and virtual learners simultaneously, and the first day with both, our third day, was particularly chaotic. Because the district’s network broke. I didn’t have high expectations to make it through much, but the whole experience was frustrating for learners and teachers both.  

      I woke up Thursday morning with a cough and a headache on top of my sore throat. I made the responsible choice and stayed home for the day, and my awesome principal let me teach from home. Google Meet didn’t work during first block nor second block, so I didn’t get much done with those students, but my last two classes went much more smoothly. Individual students kept having issues with their devices, Google Docs and websites lagging or failing to load, and Google Meet crashing.

      I felt even worse by the end of my last class. My doctor squeezed me in for a quick phone visit and ordered a COVID test for me, telling me to stay home for a week even if I tested negative because I have no immune system with all the medicine I’m on for my ulcerative colitis. 

      So I taught from home again yesterday, and while it went a million times better than the previous day, it was still glitchy and slow and crashy and frustrating for students experiencing tech issues.

      And it’s really hard to figure out how to help them when you’re not IRL in front of them.

      I also don’t have a good gauge of how engaged they are or even how much work they’re completing while they’re logged into virtual class, if they can even get logged in, because it’s impossible to run a Google Meet, answer their questions, help students troubleshoot tech problems, check my email for other issues, AND log into 20 different individual students’ Google Docs at the same time to check their progress. 

      Here are my takeaways from week one:

      • Always take your technology home. When I left school on Wednesday, I left my three work devices on my desk because I didn’t want to detach the chargers from the powerstrip, ruining my complicated teacher desk set-up. I’m lucky that I’m married to the network administrator for the district, and we have 105 different devices floating around at home, so I was able to teach from home on an extra device and my personal Chromebook. You never know when you or someone in your family will get sick, and you too might have to teach from home.
      • Keep it simple stupid (The KISS Rule). Don’t make your lessons complicated. Don’t make lessons that require students to have ten other tabs running at once besides their Google Meet too. I had to spend ten minutes teaching students how to split their screens on Wednesday because they didn’t know how, and I couldn’t even show them how to do it right because it wouldn’t work properly on my laptop hooked up to my SMART Board. Try to keep websites that require students to log in to a minimum. Most of my Wednesday was spent trying to get students logged into CommonLit and Newsela, two websites that the students will be using all year. It’s hard enough to get students logged into programs IRL and trying to do it virtually was ridiculously hard–even though to log into both of those programs they use the same login credentials to log into their Chromebooks every day, so you’d think it would be super easy. I still have students who can’t get logged in. Then once students get logged into new websites you have to teach them how to use them too. This goes without saying for any program you want the kids to use throughout the year. You will have to teach them how to use the programs first before you can expect them to do any lesson. I’m sticking to just Google Docs and Kami aside from CommonLit and Newsela, so I can teach content instead of having to teach kids how to use a different program every single day. Remember to KISS it.
      • Closed captioning is not your friend. In each class, I had a couple of students who couldn’t hear in Google Meets, so I turned closed captioning on to help them out, but can we talk about major backfire? Yesterday, I started going over Greek and Latin roots and how to break down words for parts. I modeled using the word “abhorrent” and then tried to work through the process with the word “acerbic.” In one class, I asked my eighth graders “How many parts does acerbic have?” I looked at my Google Meet screen and glanced at the closed captioning real quick and saw that it translated that to “How many parts does a cervix have?” My mouth dropped open briefly in surprise, and I recovered quickly and just ignored it, but how mortifying. I have no idea who actually saw that roll across the screen. Needless to say, I won’t be using closed captioning again.
      • Be flexible and realistic. Guess what? I’m already a couple of days behind where I’d like to be content-wise, and imma be real honest, I probably won’t get to my curriculum until Wednesday. Am I stressed about that? Nope. Am I stressed that my lessons are going to take longer to execute and that I have to streamline them? Nope. I’ll go with the flow and adapt. I am more worried about the students themselves and how they’re adapting to online learning and their frustration with technology that doesn’t want to work.
      • Don’t be chin surprised. With all of the everything going on this week, I forgot that my students had chins. And smiles. The students who I teach at fourth block eat lunch in my room every day, and when they whipped off their masks to chow down on their Lunchables on that very first day. I. Could. Not. Stop. Staring. At. The. Bottom. Of. Their. Faces. They looked like completely different human beings with their masks off, and this made me unbearably despondent. It just made everything hit home that this school year is so different and that I’m going to be denied their full range of facial expressions while they’re in my room. 

      As of right now, I feel more like tech support than an actual English teacher. And while I’m hopeful that this will pass and I’ll get into my groove, my Ram jam, of teaching poems, The Odyssey, the Hero’s Journey, symbolism, allegories, words, and writing, I’ve come to terms with our new teacher reality and I’m going to remain dedicated to not sugarcoating what we do to the general public (even though I approach it through the veil of humor sometimes). 

      Unrealistic expectations have been placed on teachers and students during this pandemic, and teachers need to speak out about it. 

      I encourage every single educator out there to share their bad and their ugly just as much as they’re sharing their good. 

      (Good news:  I don’t have the coronavirus! I got my results yesterday afternoon.)

      Posted in education, teaching, writing | 5 Comments | Tagged digital learning, english teacher, teaching, teaching during a pandemic, virtual learning
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