DISRUPTION: disturbance or problems which interrupt an event, activity, or process.
How we teach has been a evolving experience for all teachers this term - evolving in that we have had to adapt our teaching program to support both staff and students who have been affected by COVID 19. Collapsing classes, teaching both online and in person, readjusting deadlines for assessments and restructuring the timetable (in a way that supports staff and students who have to isolate) have been just some of the ways that we have had to change how we teach. Who we teach has been another facet of Term 1 that has been impacted by COVID 19. Since our return school in Week 5 (after a week of online learning) students have staggered in their return to school. With students having to isolate at home, working to support their families, to those who are reluctant to come back and with others not motivated to come back to school - who we teach can change everyday. This has been a challenge for us, for me in that it shrinks the progress we want to make with our learners. In the same light where we teach has also become another barrier that we have tried to navigate the best way we can. Hybrid learning is our approach to teaching in a pandemic - teaching both online and onsite. Ideally this should be a seamless performance but there are a few barriers that make it difficult - adequate digital resourcing (for both staff and students) is needed in order to make hybrid learning a meaningful experience for all involved.
These disruptions have been uncomfortable because it has broken any sense of 'normality' that we were planning for. For me personally, I have tried to see a silver lining in the discomfort and understand and try and unpack the value from it. "The more we understand pain, the more hopeful we become about our ability to change the pain we experience" (Oregon Pain Guidance) Understanding the discomfort and the disruptions of Term 1 and seeing the bigger picture has been helpful in my experiences this term. It has given me a perspective where I am able to see the opportunities and focus to much on the gaps. Trust me, there a lot of gaps as a result of the disruptions this term but more importantly seeing where I can add value on the things I can control has been more helpful than concentrating on what I cannot control. Here some of the highlights I have taken from this disruptive term:
FEEDBACK: information about reactions to a product, a person's performance of a task, etc. which is used as a basis for improvement.
As I have mentioned in my earlier reflections this term, prioritizing meaningful feed back to my students has been an important part of our learning journey this term. Providing feedback that has clear expectations, next steps (or actions), personalized and that also affirms what they have done so far - has been something that I have enjoyed doing for my students. I see less as a forum for me to write a laundry list of things they need to do and more of a conversational tool that enables the students to reflect and review what they have done. This term, I have learnt that I need to make time for meaningful feedback - there needs to be a degree of care and thought put into it if I want the students to reciprocate the same level of effort and thought into their work. It has mainly been a senior focused for my NCEA Level 2 and Level 3 students and I am hoping to provide the same type of feedback to my junior students.
BOUNDARIES: a line which marks the limits of an area; a dividing line.
Changing our approach to our assessment deadline for NCEA Level 1, 2 and 3 English students has been important for our department this term. Changing our approach to the outline of our Close Viewing assessment was a result of the need we saw for more time for our students. Many of students were unable to meet the original due date because of COVID 19, so we had to work with this and try our best to get our students over the line. Changing the approach saw that we gave all of our senior students a two week extension. Those who were unable to meet the extension had to apply for the Missed Assessment Application (FORM D) accompanied by a meeting with the Co-HOD (Ms George + Mr Tu'uga Stevenson). Creating this boundary meant that we could reduce teacher and student fatigue with the assessment, more importantly this line enabled our staff to see a finish line and then regroup and move onto the next internal assessment (derived grade). Because we extended our due date, this has meant that our turn around for derived grade assessment (film essay) has slowed down but that is OK, we will buy some time in Week 1 Term 2 to finish this off. The turn around for the Close Viewing assessment has been relatively OK considering the disruptions that we had this term. Even more so I think the pay off for the department is that we are focusing on moving forward with our program, whilst still giving some wiggle room for students, we are able to show the students that we can progress in our program regardless on what is going on.
OPPORTUNITIES: a time or set of circumstances that makes it possible to do something.
In my personal life experiences, I can say that I have (in most recent years) have had find a blessing in the lesson, an opportunity in the challenge and find comfort in my discomfort. Professionally in my role as Co-HOD, a teacher and Whanau Dean I have learnt to navigate through this pandemic with a opportunistic lens. Too often I can get caught up in what is not working out - students who are absent, falling off schedule and stressing about not meeting deadlines, online teaching and how difficult it can be to engage with students - the list is endless. I have learnt that whilst there is nothing wrong in entertaining complaining - it can be counter productive. I am not saying disregard reality, it is absolutely necessary to acknowledge the reality of your situation (whether it is good or bad) and to find a way to move through it. What I am saying is that through this, it is important to acknowledge what you do have and what you have learnt. I have learnt a lot about myself this term and what I can do. I have reflected on this. I have also learnt what I cannot do and control and this has been somewhat of a confronting and humbling revelation.
In my reflection of Term 1, I can say that there have been some great opportunities in amongst the disruptions and I have discovered that it is OK to stop, think and regroup. I have done this a few times with the department and with my students. It is OK to not know all the answers. It is OK to not feel like you have lost control of your situation. It is OK to feel uncomfortable with change (especially if you have planned for certain destination and the journey has taken you somewhere else). It is OK to feel off guard. It is important to acknowledge that is is not OK and not stay there too long. You want to grow from your discomfort, I surely do. I feel that I have been able to do that this term. Thank you Term 1, it has been something. I am looking forward to Term 2!
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