A recent e-mail at Tungwah Wenzel International School, invited teachers to reflect about their online teaching experience. Students were also invited to complete a similar survey. Reflection about enforced online teaching is important. The pros and cons of how effective classes were, when following government instructions, need discussion.
Being confined to a garden compound indoors and working remotely is like asking a fish to walk on land. Some species can do this, but they are rare, highly evolved creatures…
Online learning requires additional training to tailor classes in order to properly provide highly informative means and structures to students. Lost routines and structures make at seat teaching feel highly immobile and unfamiliar.
The duration of online classes were prone to technical issues and excessive screen-time for both teacher and student. One size does not fit all. Several students had access to some platforms but not others. Speed of internet varied.
Online learning requires students to focus and have self-discipline. As we know some students can work independently, and some have never learned this skill under supervision by adults or teachers. Fidgety students may have an extra abundance of materials to provide distraction. I found myself handling things in and around my desk. It’s damn hard to focus on a black mirror, without an episode of Ozark playing.
The comfort of home can be a huge distraction. Some MYP students haven’t gained the maturity to stop showing off, change their settings or abuse the systems. The convenience of location can be distracting. It can be too comforting and the draw for a student to reach for their pillow or slope away on the sofa can be all too tempting. And, that’s before fart noises. Or rude words. Lego too.
Thin walls between a neighbour’s house and my own allowed excessive drilling sounds. Thankfully, few sounds came from outside but the air conditioner sounded like an aircraft engine, in a relatively quiet room. Factoring in Panda the dog, occasionally invasive and ever seeking of attention proved tough. However, walking Panda at lunch time was a pleasant break.
Worry about other external factors, lockdowns, life, extra time on screens planning, possible and actual enclosure of self etc. also proved to fill my mind. Remaining entirely dedicated to teaching online, was not easy.
Few students requested one to one support, and those who e-mailed queries refused to answer the calls I returned. Also, my eyes needed a substantial eye break. So, trying to maintain contact was tough. Student engagement and involvement was sub-standard. Even, the most positive classroom students looked bored, dejected and worn out.
Miss Ann advised me to keep my books handy long before this online teaching spell. I’d carried them home daily and ensured my wireless-fidelity connection was ready. I’d looked at sites such as Padlet and other known online teaching platforms, used by online teachers. Few stood out, but I tried to vary tasks to incorporate tools used by successful online teachers.
Being able to walk the dog at lunch and having more choice of salads proved benefits of online teaching. Let’s hope this is the last online experience. Nothing can be a substitute for in situ schooling or reality as a learning experience.
Coronavirus Disease 2019 Nucleic Acid Tests to date (update).
By December 26th 2021, I’d experienced 35 NAT Covid-19 tests. For the remainder of that month,
January Nucleic Acid Tests: 1
February Nucleic Acid Tests: 3
March NATs: 9
April NATs: 15
It’s getting tedious… May Day, or Labour Day in China. 1 test already.
64 tests (to date). More to follow.