Anybody that is a frequent visitor to this blog probably knows by now that I like to use this as a medium to complete my coursework as much as possible. It helps me to think through the assignment when I reflect on it here, and I think it makes for a better submission than a plain old paper.
This weekend saw the start of my first summer semester of my doctoral program. I’ve taken summer classes in the past, but they were short, intensive 5-week courses. This summer, and my next several summers, will be filled with two full 10-week courses. And this summer, I’m taking Statistical Methods and Distance Learning. One of those courses is much more terrifying to me than the other. Can you guess which one?
Anyway, the first assignment in Distance Learning is to reflect on how the pandemic changed the way we used technology to live and interact in work and school, an apt and timely reflective assignment.
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“Do not go where the path may lead, go instead where there is no path and leave a trail.”
Ralph Waldo Emerson
At the end of my last synchronous online meeting of CUIN 3312: Educational Technology, one of my students commented that I am Superwoman for teaching their class while teaching full time and working on my doctorate. I personally don’t think I am Superwoman, but I am probably crazy. This has been a… busy semester, to say the least.
I knew what I was getting myself into when I started. I thought long and hard about whether to continue teaching at the University of Houston once I started my own doctoral classes, and ultimately decided that I just could not give up teaching that class. Teaching CUIN 3312 is the highlight of my week every week. It’s my favorite part of my busy schedule, and there was no way I would give it up. So, I knew coming into this semester that I would be one busy beaver, teaching at UH and teaching 8th grade English and completing two doctoral classes all at the same time. I did step down as department chair because even I have limitations, and I didn’t feel I could commit to the amount of extra time the position required in order to do it well. I probably could have made it happen if I needed to, but I knew that I would not be as good of a leader for my department with all my extra responsibilities.
Of course, I did not anticipate the pandemic. (Who did?) I did not know how different and how impossible my job as an 8th grade English teacher was going to be this semester. I received my acceptance email to Sam Houston State University on March 5th, just weeks before the pandemic lockdowns began. I have thought numerous times about whether or not I would have stuck with starting the program this year or if I would have postponed my doctoral plans for another year if I’d had the foreknowledge of what this semester was going to be like. And if I’m being perfectly honest with myself, I don’t think I would have changed it. What can I say? I’m
stubborn. I mean, determined.
And so here I am, once again sitting in front of the post editor on my blog and reflecting on what I’ve learned over the past fifteen weeks of classwork. It’s been more than two years since I last did this, and yet it doesn’t feel like it’s been that long. I know that I am just one of those people that is as comfortable as a student as I am a teacher. Even in the two years between completing my MEd and beginning my EdD, I never stopped learning.
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An amazing thing happened today. I found myself this afternoon standing in the front of my classroom, desks in evenly spaced rows, a big jug of blue hand sanitizer near the door, my laptop projecting on the Promethean board, my iPad under the document camera, a bright yellow mask on my face. Spread out in a mixture of standing or sitting on top of the desks, a group of English teachers laughed, commiserated, and eagerly listened and shared ideas in preparation of our foray into hybrid education that starts Monday.
For the past month, I have been a ball of anxiety. I have come home from work angry and upset just about every day. I’ve started chomping on Smoothie Tums like they’re candy, and I’m in the middle of a two week cycle of Prilosec. Like many districts, mine is getting ready to start phasing students back to face-to-face, meaning that starting Monday, I’ll have students joining me in my actual classroom and students joining me via Cisco Webex from home, all at the same time. To increase the anxiety, we’re transitioning from a half day schedule (two groups of students, one AM and one PM), to a full day, complete with a whole new bell schedule and all new rosters of students. For the past three weeks of virtual learning, I taught eight separate 45-minute classes, but starting Monday, I’ll have three 100-minute block classes. Because why not throw a full schedule change into the middle of stressful pandemic teaching?
I consider myself a good classroom teacher; I strive to do what is best for my students every day and to improve my practice through research-based strategies. And I think I’ve done a good job of teaching virtually for the past three weeks that we’ve been fully online. But the prospect of teaching both at the same time… how will that even work?
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