Returning to Remote Learning

Parents, teachers, and administrators all reeled from the frustrations and challenges of the sudden shift to remote learning last Spring, so it’s no surprise that everyone needed a break. But it appears that remote learning cannot go away, and we have squandered a summer in which all those stakeholders might have prepared for the new reality.

School districts are struggling to determine what’s best for learners even as they acknowledge that 25% of teachers are high-risk and that support staff [nurses, secretaries, bus drivers] are essential to re-opening. Some have pushed back their opening date even for hybrid learning that combines in-person with remote; others have opted to go all remote from the beginning. Given the current stats for the pandemic, I suspect that most hybrid programs will find themselves having to close at some point in the Fall. Clearly, learning will be remote for a vast number.

How do we make it work better? How do we use this opportunity to improve teaching and learning? Surely it’s not enough to make do when this is our new normal.  Just a few options:

  1. Reconsider educational roles. The Council of Chief State School Officers, which represents state superintendents, outlined some roles schools might consider to focus attention in key areas: academics, technology, emotional support, and family outreach. Specialist leaders can help their colleagues succeed. For example, schools might consider having the teachers who were most successful with remote learning last Spring become School Remote Learning Leads with release time to support their colleagues. Academic Content Leads can be teachers with deep knowledge of standards, principals, and assistant principals. The principal, assistant principal, counselor, or social worker might become the Care Team Lead. This approach supports all faculty and staff in adjusting to the challenges of remote. If teacher contracts prove an obstacle, perhaps teacher’s associations will grant a temporary waiver.
  2. Do the work to establish classroom norms and build community that you’d normally do in person before you move to academic work.
  3. Recognize the inherent inequities in remote learning: internet access, access to devices, parental support, speed of internet, etc. Record Zoom sessions for later access for students who were unable to participate; seek ways to provide paper tools where internet is not available.
  4. Don’t depend on Zoom alone. Jennifer Casa-Todd writes, “We should be asking, is it more effective to have my students watch a video I created to learn a concept and then meet in real time to go over any issues or is it more effective to teach an interactive lesson in real time?” (https://jcasatodd.com/synchronous-vs-asynchronous learning/?fbclid=IwAR0sYP0Pf6FjuqJ0)
  5. Embrace technology, since we’re stuck with it, and seek out more digital tools like Screencastify and Padlet. Let students offer you ways they might want to share their learning.
  6. Rethink the purpose of learning. Never has it made more sense to move to a constructivist approach, to address real-world problems. Consider using problem-based learning for small groups.  Real world topics promote engagement and make the relevance of the work obvious.
  7. “Pandemic pods,” groups of families organizing remote home schooling groups, perhaps even with hired support, offer a model for those who choose remote learning in publice schools – why not partner up with one or more families to provide additional support and share efforts?
  8. Make online learning as interactive as possible. Use breakout rooms in Zoom for small group work. Use Zoom surveys to create “quizzes.” Create an open forum or discussion board so that students can support and mentor each other.
  9. Provide ongoing feedback, not only in Zoom sessions. Consider emailing embedded comments on student writing sent to the teacher.
  10. Recognize that social/emotional learning and mental health have taken a hit with schools moving to online instruction. Work on ways to build in community-building. Reach out individually to students who seem to be disengaged or struggling.

These ideas provide a mere beginning. Remote learning remains essential. It’s up to us to make it worthwhile.

Reopening Schools

Students at a primary school in Bangkok returned on July 1, a delayed start to their academic year. Credit…Adam Dean for The New York Times

I have been struggling to write this blog entry for weeks. Each time I think I have a handle on what I believe makes sense, more news and differing advisories and opinion columns give me mental whiplash. I am now convinced that I don’t know the answer. I am convinced that there is no one right answer or one-size-fits-all. And I am convinced that local school districts absolutely need to figure out their best answers both for the children, parents, and communities they serve, and for the nation.

Schools remain critical for the well-being of all of those stakeholders and for the nation as a whole.  Advancing academic learning remains a primary goal, but schools serve many functions: development of social and emotional learning, mental health services, providing food as needed, development of compensatory skills for special needs, and learning about citizenship. And the pandemic has clearly demonstrated the role of schools in enabling parents to work outside the home. Students already have lost ground academically and are dealing with the emotional aftermath of the Spring’s unexpected shutdown and an atmosphere of fear. The pandemic has revealed gross inequities about access to remote learning that remain unresolved, and we have yet to educate teachers on effective remote learning strategies.

The arguments to reopen schools as quickly as is safely possible continue to be compelling.

But it is that qualifier, “as is safely possible,” that stumps educational leaders. Although children under 10 seem to spread the virus less, according to a new study from South Korea, children 10-19 are as contagious as adults[1]. The National Center for Education Statistics identifies almost 30% of teachers as high risk[2], and schools tend to be enclosed spaces where people spend hours in close proximity, increasing the likelihood of spreading the disease. Children may also take it home to older adults who remain vulnerable. Transporting students to and from school and feeding them lunch prove problematical.

The University of Washington’s study about school reopenings around the world lists several key factors to help reduce risks:

  • Reductions of class size
  • Increasing physical distance between students
  • Keeping students in defined groups with limited interaction between groups
  • Some degree of staggering the start, stop, and break times within the school
  • Alternate shifts (morning, afternoon) or alternate days
  • Opening schools only for younger or older students in order to accommodate the increase in resources (classroom space, teachers, etc.) required for smaller class sizes.
  • Requiring face masks for students and/or staff in schools
  • Systematic school-based testing for SARS-CoV-2 virus or antibodies [3]

School systems, already facing a loss of income from reduced tax receipts, will be hard pressed to bear the expense of such safety measures. The need for such protections also varies among communities based on their rate of Covid infections. Given the local control of schools, the variety of responses seems inevitable and appropriate. New York plans on a hybrid approach of in-person learning, while Los Angeles and San Diego plan online instruction only. The local school districts where we live, an hour west of Chicago, offer a variety of options. Every family must make a decision based on the options available, weighing a myriad of factors and accepting how much is unknown.

The American Academy of Pediatrics said last week: “The pandemic has reminded so many … that educators are invaluable in children’s lives and that attending school in person offers children a wide array of health and educational benefits. For our country to truly value children, elected leaders must come together to appropriately support schools in safely returning students to the classroom and reopening schools.”[4]  We need to reopen our schools. Can we do it safely?

I have missed classroom engagement since I retired. Now, for the first time, I am relieved to be retired. My heart aches for those who must make tough decisions when no clear answers emerge, at least for me.


[1]  https://www.nytimes.com/2020/07/18/health/coronavirus-children-schools.html?campaign_id=9&emc=edit_nn_20200719&instance_id=20443&nl=the-morning&regi_id=71948775&segment_id=33788&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2

[2] https://www.childtrends.org/nearly-one-third-of-u-s-teachers-are-at-higher-risk-of-severe-illness-from-covid-19-due-to-age

[3] https://globalhealth.washington.edu/sites/default/files/COVID-19%20Schools%20Summary%20%282%29.pdf?mkt_tok=eyJpIjoiTkRreE5XWXlORFF3TXpNeCIsInQiOiJIbVNQTTVySEo0Vzk1cHVBZVVqWnFGVmR1UEJxRGdpd01mTXg4OGw3Mk5nTnpmaUoyMGt2UXIwWVZBOE5GVjIybHA5aStrbzJ3MUxsanoxamZibmlocmpSbXZyVFVoV0VHYU1aTGx0RnpsMXlmOEtXSVJqaDJsZ0RJU1BQcVZjZSJ9

[4] https://services.aap.org/en/news-room/news-releases/aap/2020/pediatricians-educators-and-superintendents-urge-a-safe-return-to-school-this-fall/

Obstacles into Opportunities

Articles about education, its current challenges, and its possible if uncertain future abound. In educational webinars I see committed if often exhausted educators problem-solving, keeping the focus on what’s best for their students in these unusual times. Too often our education system seems hopeless.  


We don’t even know if schools will reopen later this summer or this fall. But despite President Trump’s prediction that “I think you’ll see a lot of schools open up,” all but a few states have suspended in-person classes for the rest of the academic year, and some are preparing for the possibility of shutdowns or part-time schedules in the fall. Illinois officials have gone even further, warning that remote learning could continue indefinitely. “This may be the new normal even in the fall,” said Janice Jackson, the chief executive of Chicago Public Schools.[1] Yesterday “California State University, the nation’s largest four-year public university system, said on Tuesday that classes at its 23 campuses would be canceled for the fall semester, with instruction taking place almost exclusively online.”[2]

Glaring inequity in access has never been more apparent. “The digital divide is real. Only two-thirds of rural homes have broadband; low-income families typically lack access to Internet-enabled devices beyond smartphones.”[3]

Parents are burning out as they try to help their students with at-home learning, and there is “widespread concern that even with remote learning in place, many students will return to school behind where they would have been if they’d been in the classroom.”[4]

Concerns for special education students have become particularly acute. “It is not only because their students’ challenges often make it more difficult for them to learn remotely, but also because districts are required under the federal Individuals with Disabilities Education Act to provide specific services and meet particular goals within a certain time frame to any child deemed to be eligible for special education services. That can include not just academics, but related services such as occupational, physical and speech therapy.”[5]

Nor can we hope to resume a functioning economy until schools reopen. “Now, with schools and child care centers closed, it’s obvious how much child care is a societal, not just an individual, need. Essential workers can’t show up without child care, and remote working parents struggle to work anything close to full time.”[6]

Although these obstacles may seem insurmountable, we have the power to use them as steppingstones to reshape education. It is up to us to turn these obstacles into opportunities. Educational reform, long overdue, can no longer wait. We need to demand change:

  • Learners need universal internet access.
  • Effective schools must build stronger partnerships between parents and teachers.
  • More research into what online learning can do well, and where face-to-face instruction is superior is now essential.
  • Students need more ownership for their learning, and teachers need to coach and facilitate and create learning opportunities.
  • We must recognize that schools are an essential part of our functioning society, not only because they prepare students for the future, but because they empower parents to function now. All of us benefit when schools serve students well.

We cannot afford to feel hopeless. Our schools have not always met the needs of their students or of society. If our educational system has been further broken by Covid-19, we must seize the opportunity to change as we rebuild. As we seek to reopen, we must reinvent.


[1] https://www.nytimes.com/2020/04/28/us/coronavirus-schools-reopen.html?campaign_id=168&emc=edit_NN_p_20200429&instance_id=18058&nl=morning-briefing&regi_id=71948775&section=topNews&segment_id=26195&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2.

[2] https://www.nytimes.com/2020/05/12/us/cal-state-online-classes.html

[3] https://www.washingtonpost.com/opinions/2020/05/03/jeb-bush-its-time-embrace-distance-learning-not-just-because-coronavirus/?utm_campaign=wp_opinions&utm_medium=email&utm_source=newsletter&wpisrc=nl_opinions

[4] https://www.nytimes.com/2020/04/27/nyregion/coronavirus-homeschooling-parents.html?campaign_id=168&emc=edit_NN_p_20200428&instance_id=17997&nl=morning-briefing&regi_id=71948775&section=topNews&segment_id=26118&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2

[5] https://www.nytimes.com/2020/04/23/education/learning/coronavirus-teachers-special-needs-students.html?campaign_id=168&emc=edit_NN_p_20200428&instance_id=17997&nl=morning-briefing&regi_id=71948775&section=topNews&segment_id=26118&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2

[6] https://www.nytimes.com/2020/04/27/upshot/coronavirus-exposes-workplace-truths.html?campaign_id=43&emc=edit_li_20200428&instance_id=18040&nl=wait-…&regi_id=71948775&segment_id=26146&te=1&user_id=a2c5403f90bf9a526413b15a7b86a2e2

Choose Kindness

Melanie McCabe’s story in the Washington Post  last week warmed my heart. Every year before Valentine’s Day she would tell her high school seniors about her own Valentine Day humiliation when she received a valentine from the boy she had a crush on. Excited to open it, she then read, “TO THE UGLIEST GIRL IN CLASS.” Embarrassed and tearful that day, she didn’t enjoy the holiday again for years.  

That experience prompted McCabe’s annual “party that celebrates kindness instead of cruelty.” She gives her seniors the materials to create mailboxes. She distributes hundreds of pre-cut pink squares of paper and challenges them to write one positive comment to each and every  classmate. McCabe plays music and watches her students compose their messages. Some have told her years later about the power of that experience.

Earlier that day I had read another Post article about the impact of President Trump’s behavior on bullying in schools. “Since Trump’s rise to the nation’s highest office, his inflammatory language — often condemned as racist and xenophobic — has seeped into schools across America. Many bullies now target other children differently than they used to, with kids as young as 6 mimicking the president’s insults and the cruel way he delivers them.”

For over twenty years I have worked on keeping students safe in school and preventing bullying, both in my own school and, through volunteer work, in other school districts, including the one in my hometown. The responsibility of schools and teachers to keep students safe so they can learn and thrive is an absolute value I hold. The current climate challenges that responsibility on a daily basis.

McCabe reminds us that we can teach kindness. She writes, “In recent years, the world that all of us inhabit has grown uglier — more divisive and unkind. Today there are bullies we contend with via social media who are far more powerful and corrosive than the childhood villain I remember so vividly.” Practices like her Valentine’s Day “party” can help reverse this tragic trend. I hope teachers currently in the classroom create their own opportunities to steer the culture to kindness.

https://www.washingtonpost.com/lifestyle/2020/02/13/valentines-day-was-humiliating-me-child-i-tell-my-students-about-it-every-year/

https://www.washingtonpost.com/graphics/2020/local/school-bullying-trump-words/