Like many teachers, I’ve been struggling in the face of the Coronavirus crisis to think through what it means to transition from classroom-based education to a so-called “distance learning” model in ways that are productive, meaningful and rooted in a sense of equity.
While I haven’t finalized anything with regard to how my classes will operate from this point forward, I have identified some preliminary “do”s and “don’t”s that are guiding my thinking about what makes the most sense under the circumstances, for my students and for myself.
1. Do not assume all of your students have regular access to online portals. I did an informal survey last week of my students and discovered that not all of them have WiFi at home; some only access a proper computer at work (with printer capabilities), and in at least one case, that job is no longer secure. 2. Create an opt-in, shareable database of student phone numbers and other connection-point data. This may become a crucial source of information and comfort for some students. My plan is to break up my students into “teams,” not for the purposes of doing work, necessarily, but for mutual support and connection. The idea here is that, for those who choose to participate, the teams will be responsible for checking in on each other, sharing class and other information, and cultivating a sense of solidarity during a scary and uncertain time. 3. Fuck…
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