We are all in the same boat - Distance Learning

Just a month ago, my students at Gann Academy, a private Jewish high school, read Amos Oz's book, Suddenly in the Depths of the Forest. In one of the chapters, the students were asked to write examples of the philosophical statement: "We are all in same boat," and what it means to them. Many excellent examples were written: Some wrote about the meaning of global warming; others wrote about the importance of recycling. Some have written about how humans who throw glass bottles or plastic to the beach can harm living creatures. Some have written about how a gang or group of people can behave in a disrespectful or even racist way to destroy and tarnish an entire human society. Our conclusion is that we need to be responsible for the planet, to take care of our community, to be compassionate to each other, and to treat all humans equally — To love your neighbor as yourself. Who could have imagined that only a few weeks later, this discussion would become so tangible and so relevant to our daily lives? Especially in a period when the virus COVID-19 is rampant outside.

A lot has changed in the world and here in the greater Boston area as well. We are witnessing the daily changes in the face of a growing pandemic. Nowadays, in mid-April, there are more than 50,000 people who are infected by the coronavirus in Massachusetts state. More than 800 have lost their lives. In the middle of March, it was our last regular day of school. Since then, we moved to distance learning and have adapted a new schedule from 8:30 am to 2:30 pm.

The distance learning works great, but still, it is not the same. It lacks the hug, the handshake, and the 'chapcha' (Hebrew slang for “pat on the back”). It is not the same to look at the students through the camera and to understand how they feel. We are educators: we are used to giving hugs, to put a hand on the student's shoulder, and to always be there for our students. The new distance learning requires teachers to have a mental strength, as well as a new approach and techniques from what we were used in the classroom. In the classroom, the teacher is like an actor – they need to move around the classroom and interact with the students. However, the teacher now sits in front of the camera and cannot move. The teacher needs to engage and motivate their students with different tools.

At the same time, I find new opportunities during distance learning. This era invites us to be resilient and adaptive to a reality that is changing at a faster rate than anything we have ever known. Everyone needs to trust each other: teachers, parents, students, and school leaders. Most importantly, that students should trust their own ability to succeed through distance learning and independent study. As teachers, we need to adopt new learning strategies to “feel” the students through the camera. We need to be more flexible with schedule changes and be aware of the changing moods of the students who are at home all day, as well the mental fatigue in the current situation.

If there is anything that can contribute to our success today with our students in distance learning, it is the fact that we have made excellent personal connections with students throughout the year. There is no substitute for these kinds of contacts during emergencies. Secondly, the fact that we use technology year-round is a benefit. Most, if not all, of the teachers at Gann Academy High School work through Microsoft Notebooks. Every student has a computer, and learning is consistently done through it. Moreover, the lessons are built to be no more than ten minutes of learning new skills, and for the rest of the class, the students work in groups, practice, and explore. We achieve our goals to develop, on the one hand, an independent student and, on the other hand, to develop teamwork. Therefore, the transition to a distance learning platform was natural. Working through Zoom allows us to divide students into learning groups by level (differential learning), and also, we are continuing to work with digital notebooks.

Also, our weekly Advisory meeting twice a week has been very successful. This is thanks to my co-advisor who always thinks of different ways to engage our advisees, how to make meetings interesting and fun, and most importantly, how to take care of the emotional needs of our advisees. I learn a lot from her.

In addition, the classroom is “always open." In the routine, any teacher or leadership management team can come into the class and observe the lessons for the purpose of learning and improvement. No need to be alerted or over-prepared — you do not need to be afraid as a teacher. Today, through distance learning, it is even easier to “click” into a colleague’s classroom and learn new methods for this new situation. For example, I was able to enter the classroom of my Hebrew Department Head, and I learned new techniques from her. Finally, the most important aspect is the trust and autonomy of the teachers. When there is an environment of independence for faculty, this can be extended from the teacher to the student — it is a chain reaction. When there is trust all around, we can achieve any goal. Teachers can be more effective, creative, and innovative.

We are all in the same boat. It doesn’t matter if it’s in the United States, in Israel, or anywhere in the world. I am personally concerned for my family and friends here and in Israel. As an educator, I am concerned about both my former and current students and their families. Every day I try to improve my teaching techniques to engage my students, but to me, the most important thing is to be there for them. Let us try to be optimistic, and I wish everyone health and happiness.