{"id":94746,"date":"2021-02-02T08:49:17","date_gmt":"2021-02-02T14:49:17","guid":{"rendered":"https:\/\/news.medill.northwestern.edu\/chicago\/?p=94746"},"modified":"2021-02-04T14:01:45","modified_gmt":"2021-02-04T20:01:45","slug":"education-in-isolation-create-community-over-curriculum-educators-say","status":"publish","type":"post","link":"https:\/\/news.medill.northwestern.edu\/chicago\/education-in-isolation-create-community-over-curriculum-educators-say\/","title":{"rendered":"Education in isolation: Create community over curriculum, educators say"},"content":{"rendered":"\t\t
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By Ester Wells
<\/strong>Medill Reports<\/em><\/p>

Michael Trencher, like many other professionals, is working from home. But as a single father working in finance, he\u2019s on the job while managing his 12-year-old son Josh\u2019s online education.<\/span><\/p>

\u201cIt\u2019s not easy,\u201d he said. \u201cYou\u2019re kind of the classroom monitor, making sure everybody\u2019s staying on board with their lessons.\u201d<\/span><\/p>

Josh attends a private school in Manhattan, now operating on a hybrid remote\/in-person model. Making the most of the time he would normally be in school has been challenging.<\/span><\/p>

\u201cIn the beginning, there was the issue of keeping him focused on school and understanding that we\u2019re not on vacation,\u201d Trencher said. \u201cThere are going to be some struggles, but we\u2019re going to have to make the best of it as a team.\u201d<\/span><\/p>

The transition to remote learning has been rapid and demanding for parents, teachers and students alike. Over the past year, educators have reinvented and sometimes thrown out their traditional curricula in favor of new ones workable in a virtual space. Parents juggle work, home and school life simultaneously and under one roof. Students are adapting to a new educational landscape that requires more discipline, self-reliance and flexibility than many are used to in the classroom.<\/span><\/p>

And everyone is continuing to grapple with the toll of social isolation in the midst of the COVID-19 pandemic.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Trust and strong relationships are key<\/h4><\/div>

For children, interaction with peers is fundamental to healthy cognitive and social development. Skills such as empathy, impulse control, perseverance and motivation \u2014 indicators of emotional intelligence \u2014 are learned through socialization and <\/span>linked<\/a> to better mental health and adulthood success.<\/span><\/p>

But because interaction with people outside the home is limited, children have had little if any opportunity to practice those critical skills. This means not only are some children more <\/span>vulnerable<\/span><\/a> to anxiety, stress and loneliness, but they are also more dependent on family relationships.<\/span><\/p>

\u201cThere have been tremendous stressors on families and on parents, and kids have been responsive to that,\u201d said Jackie Covell, psychologist and clinical director at The Meeting House, an after-school enrichment program. \u201cIf we take leadership and ownership as parents, then children will look to us, to how we\u2019re resolving things, how we\u2019re coping, what our strategies are, and they will take their cues from that.\u201d<\/span><\/p>

Students also look to their teachers for emotional guidance and support. But without the intimacy of in-person classes, together with disparate access to working laptops, reliable Wi-Fi and other online connective resources, educators say building trust and strong relationships is now more important than ever.<\/span><\/p>

\u201cIn remote learning, learning isn\u2019t the most important thing,\u201d Carlos Pereira, a teacher at Robofun, which offers hands-on STEM classes to children, said in an online STEAM education conference. \u201cWhat\u2019s more important is creating and fostering that sense of community, particularly when working with young children who\u2019ve been in isolation and are at a very crucial emotional and social developmental stage in their lives.\u201d<\/span><\/p>

\u00a0<\/span><\/p>

Parents and educators rethink learning<\/h4>

Just as students have been forced to adjust to a different learning experience, educators have been forced to adjust to a different teaching experience. Many narrowed the scope of their curriculum, softening their expectations for how much of the actual material students will understand. Technical issues with computers and shorter classes afford teachers less time to work with students. Meanwhile, student engagement and collaboration \u2014 integral to learning \u2014 take a hit.<\/p>

\u201cMy ideal classroom is a noisy classroom,\u201d said Irina Lyublinskaya, professor of mathematics and education at Columbia University\u2019s Teachers College, in the conference. \u201cI want students to be engaged, collaborating, arguing, critiquing each other, doing experiments, constructing knowledge together.\u00a0 \u2026 That\u2019s what I\u2019m missing most in online learning. I still need that noise, that collaboration.\u201d<\/p>

Parents and educators are concerned that these challenges will leave students falling behind academically and that they will not be as mentally or emotionally prepared for a post-pandemic world. Pereira said this can be disheartening and affect educators\u2019 ability to teach. But Laura Hart, founder and CEO of Manhattan-based Robofun, said this is also an opportunity to teach children about empathy and compassion and, in doing so, create a generation of more resilient, resourceful students.<\/p>

\u201cWe always think at this time that they\u2019re missing so much and that they have to catch up, but they\u2019re learning a lot from what\u2019s going on right now,\u201d she said. \u201cI deeply believe that the curriculum right now is what we\u2019re living through.\u201d She added that \u201cit\u2019s a very different curriculum, but it\u2019s a very good curriculum.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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\"Robofun,
Robofun, an afterschool STEM enrichment program, operates out of its classroom studio on the Upper West Side of Manhattan. They have been offering online classes to students pre-K through sixth grade during the pandemic. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
\"Robofun
Robofun CEO Laura Hart said she hopes to begin holding in-person classes again within several months. They have distanced their desks and retrofitted the classrooms with dividers in preparation. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
\"Several
Several hand hygiene stations are set up around the Robofun studio with hand sanitizer, gloves and masks. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
Toys, legos and enrichment materials are separated and labeled once they have been sanitized. The shelves of books that used to be available for students to take have been hidden away in staff offices. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
\"Robofun
Robofun emphasizes hands-on learning and experimentation with engineering and robotics toys. With remote classes, teachers have had to improvise with the materials available to children at home. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
\"Students\u2019
Students\u2019 creations litter the studio. Teachers say virtual experiences can be engaging but do not compare to in-person learning. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>
\"Storage
Storage bins full of enrichment tools, toys and educational manuals stack to the ceiling in now empty staff offices. (Ester Wells\/Medill)<\/figcaption><\/figure><\/div>\t\t\t<\/div>\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t
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Moving forward<\/h4>\n

As children continue their schooling online, educators say to focus on community. Providing a space for students to talk and interact freely when they have been deprived of socialization not only allows everyone to process what has unfolded, but also develops a nurturing environment in which students are more willing and able to learn. Covell urges adults \u201cnot just make it business as usual because this has been anything but business as usual.\u201d<\/span><\/p>\n

Finding ways to strengthen other skill sets in the meantime proves valuable. Trencher said Josh has started walking his neighbors\u2019 dogs, retrieving people\u2019s packages in the mail-room, checking on elderly residents in their building, knocking on doors and asking how they\u2019re doing.<\/p>\n

\u201cHe\u2019s grown up a lot over the past year,\u201d Trencher said. \u201cHe\u2019s become more aware of people who\u2019ve been shut into their apartments because of the pandemic \u2026 and it has just been therapeutic for my son in terms of understanding the human element of this whole thing.\u201d<\/p>\n

Hart said making the best of this situation, as Josh has, is key. ~<\/p>\n

\u201cThe people who can make lemonade out of the lemons of this moment are going to be the survivors,\u201d she said.<\/p>\n


<\/i><\/p>\n

Ester Wells covers health, environment and science at Medill. You can follow her on Twitter at @esterwells_<\/a>.<\/i><\/p>

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