P For Pandemic
The COVID-19 crisis has presented with a starting point for collective reflection about our educational system, with the child at the center
The COVID-19 pandemic has led to a novel shift in how we school our children, with little time of discussion or through planning. As the pandemic hurled itself on us, schools were forced to shut their get overnight. Most privileged schools are adjusted to the situation by switching to online platforms, with regularly scheduled online classes and homework, some of which are graded. These shifts were accompanied by an increase in panic and anxiety around children’s productivity and the policing of the learning schedule.
A situation triage
The child has traditionally been at the center of the parent-child teacher nexus, Always a passive recipient rather than an active player in the design and execution of their education. The pandemic is only intensifying this passivity. The nexus is fast morphing into a teacher parent-child hierarchy, With the child at the receiving end of a long chain of educational command. Their capacity to respond in a way that has an impact on what is being taught and how is limited even further in the online and distance learning mode of functioning.
P For Pandemic
The situation has elicited different responses from parents, depending on the time they can make for their children, and on their perception of education. Some parents welcome structure to keep their children’s education on track. Other parents find themselves divided over the idea of remote school in. Similarly, there are children who re quick to adapt to the demands of remote schooling, while others may be less able or unwilling.
Although we are all in this together, each family is experiencing house-bound life according to very individual circumstances. Several FACTORS influences this. The number of children in a household and their ages, whether or not one or both parents continue to work, the presence of other adults in the immediate family unit, and the availability of external help are just some of these factors. School-form-home does not account for this wide range of family circumstances. It works on the presumptions that all families will have the same capacity to make adjustments to accommodates school, without factoring in consideration like increased housework, the availability of digital devices, strong internet connectivity, and bandwidth, or even the availability of dedicated space to sit and work. Parents are also concern about the substantial increase in screen time that online schooling involves.
The situation is not just tough on parents and children. Many school teachers also find this moment overwhelming-they too have families and children of their own, and homes to run. Over and above dealing with the various contingencies as the rest of us, teachers are also suddenly expected to engage with an entirely new set of online platforms, learning how to use them on the job. For teachers that are not trained to lesson plan for online instruction, teaching online is often not a satisfactory teaching experience. Lively classroom sessions are not easily translated via the screen, with students sitting in isolation, often with their mikes muted to prevent disruption from the children themselves or disturbance from household sounds. While students and teachers may enjoy connecting online for a short period every day, staying online for the length of the school day gets monotonous and emotionally draining for both parties.
Besides, teachers are expected to constantly plan lessons, produce worksheets, and then provide feedback on all this work, without really interacting with the child. This takes up much more time than official school hours. While administrators have decided to move school online to stay prevent, to respond to the moment, and to prevent bankruptcy, this has not resulted in effective teaching or learning scenarios.