This summer, my coaching calls with parents torn about sending their kids to college campuses were predictably interspersed with calls from K-12 parents concerned about what the upcoming school year would be like for their children.
Managing work, school and family life during a pandemic has proven to be an incredibly difficult challenge for parents of K-12ers. Kids, on the other hand, have mostly proven to be pretty resilient. Over the last seven months, the realities and the constraints of the pandemic have sunk in, and they learned to make the best of a tough situation -- with one major caveat. Most are feeling the fundamental absence of social-emotional engagement with their friends, and even with other students, teachers and staff (who doesn’t remember a favorite janitor, security guard or beloved crossing guard?). As a comprehensive article on the impacts of distance learning makes clear, “Many things that happen in schools simply cannot happen at a distance.”
Four weeks into the 2020/2021 school year, I decided to modify my most recent post about how college students are adapting and turn the focus on K-12 students.
But first, I’d be remiss if I didn’t give a shout out to K-12 teachers, most of whom devoted their summers to a crash course in remote technology and pedagogy, ensuring that their students’ classroom experience this Fall would not be as haphazard and fraught as it was last Spring.
Now, let’s hear from our K-12 learners.
Kindergarteners -- Private Elementary Schools, Chicago, IL and Haverford, PA (Kindergarteners are so cute, I had to include two!)
Our first tyke, a super social boy, really struggled last Spring with the lack of structure after his school closed. He terribly missed learning new things and being with his friends. Thrilled to be in kindergarten, Mom says he’s been bounding into the building every day! (So sweet.)
Interestingly, COVID protocols have been virtually invisible to this young boy. He talks about having to wash his hands a lot, but without any negative affect. Same with masks. While wearing a mask all day was tough day one, it’s become so normalized Mom says he simply grabs it when leaving the house for any reason. To him, it’s just what you do in kindergarten! Yet another sign of the resiliency and adaptability of children.
I was really pleased to hear that his teachers use clear masks when doing letter and sound recognition -- anything phonics related -- so kids can see the teachers’ mouths move and match those movements with the sounds they’re hearing. What a simple yet supremely effective adaptation.
Mom has been incredibly impressed with how the school managed and communicated their reopening and operational plans. Everyone acknowledges the risks with in-person classes, but staff and parents alike feel the kids are safe and secure. One ingenious idea the school has employed to mitigate risk is to teach the kindergarteners an adapted sign language they can use to communicate during lunch when they aren’t wearing masks.
When I asked our Haverford, PA kindergartener, an energetic and happy soul, what school was like, I got an enthusiastic, “It’s fun!” As it should be.
Her mom echoed the appreciation for the school’s approach to safety. While the pre-pandemic kindergarten class size was 18, this Fall they capped enrollment at 12 while still retaining the same amount of staff; three teachers and one aide. Before kids get out of the car, they get a temperature check. As long as the weather is palatable, all teaching and activities take place outdoors, with everyone wearing masks and staying six feet apart. There is a sink outside for regular hand washing and kids sit on parent-supplied yoga mats on the cricket field (it’s a lab school on a college campus). When the weather is inclement, the children are split between the upstairs and downstairs rooms of the schoolhouse so that social-distancing protocols can be maintained.
My favorite creative idea from this school was that while the teachers are always masked, each wears an apron that sports a full-sized picture of their unmasked face! Nice touch.
When I try to imagine what it must be like to be 5 or 6 and have to wear a mask all day and not be able to hug and be close to your friends, it sounds difficult. But this little girl just rolls with the punches. She was more interested in telling me “what I love best is that I made new friends” and all about “T, B and F” -- the letters she’s learned so far this year! Aside from the fact that she “misses her big sister” who goes to school at home, there’s nothing about school she doesn’t like. Except this: “Actually, I don’t like it when my friends fall down and get hurt.”
3rd Grader - Public Elementary School, Evanston/Skokie, IL
This cheerful 3rd grader’s most treasured pre-pandemic school memory is that she got to celebrate her birthday last March with her classmates “in person” -- just days before the pandemic forced schools to abruptly go remote. Her recollection of the rest of 2nd grade is a series of ever-changing deadlines for returning to school and technologically unprepared teachers -- a rough situation that she “just dealt with.”
Her magnet public elementary school outfitted each of her classmates with a Chromebook laptop that she uses to access both Zoom (for academic subjects) and Google Classroom (for activities like PE, art, drama and library). With her feet now firmly planted in 3rd grade, she feels “super lucky with the teachers that I got” and is basically enjoying school -- “especially library, because I love books!”
When asked what she likes most and least about distance learning, she said so far she likes that there is less homework, although the prospect of difficult math challenges like division and multiplication loom. Her least fave? “Too many meetings in Google Classroom! You only get 40 minutes to eat lunch -- and you have to do workbook pages then, too. There’s just not enough break time.”
Afterschool activities are pretty much what they would have been pre-COVID, including dance, Spanish and religious school, but now they’re all completely online. Smartly, she and a dance-class pal are making the most of the pleasant Fall weather by bringing an iPad outside and participating in the class together, masked and socially distanced of course!
Teacher and student engagement seems to be on par with pre-pandemic times, although it’s no surprise this young student misses hanging out with her friends during recess, at lunch, and before and after school. FaceTime with friends has had to suffice for the most part, although she does get to play, COVID-safe, with her best friend and her cousin. Mom and Dad, both educators who work remotely and within earshot of their daughter’s classroom, says distance learning has given them both the chance to observe their daughter’s teacher up close. As Mom notes, “I’m impressed with her classroom management and with the surprising amount of 1:1 engagement with students,” given the digital format.
This bright and affable 3rd grader was quick to note several upsides of going to school from home: being able to watch TV during breaks…being responsible for getting her own snacks…having more time to practice drawing (she does an impressive hand!)…and learning a lot about technology. “I even taught my friends how to do a screen shot!”
When asked to give distance learning a thumbs up or thumbs down, she wisely opted for sideways: “I’m taking school seriously, but it doesn’t actually feel real. I have to say I’m not thrilled, but I’m making the best of it.”
7th Grade Twins -- Private Elementary School, Berkeley, CA
If going into 7th grade isn’t hard enough, imagine doing it at home -- with your twin! That’s the case for these 7th grade fraternal twins whose private junior high school is 100% online. Not surprisingly, the downside to learning at home is the lack of privacy and independence they would have had if school were in session. But on the upside, the house is big enough that they can “go to school” far enough apart that it mitigates any potential problems with digital feedback and personal distraction. And it helps to have a sibling around when there’s a technical glitch!
From an academic perspective, things are going pretty well for both 7th graders. One in particular said she “really likes having my own time to do my work.” While both kids feel students have about the same amount of material and homework as they did last year, I was impressed that they recognize that distance learning requires a lot more work for teachers -- and they definitely noticed the improvement in their teachers’ facility with the technology versus last Spring.
Two of their favorite and most engaging online classes are art and humanities. “It helps that we can share our drawings and writings online” with classmates. Physical Education? Not so much. “PE is so much harder online. Not everyone has the same resources at home -- and the teacher doesn’t seem to have mastered the technology.”
Perhaps because it’s a small school and it’s harder for students to get lost in the shuffle, they feel teachers “are doing a good job of keeping kids engaged.” Teachers aren’t requiring that every student have their video on during class. While most students do, some do not.
Socially, however, the twins feel isolated and “miss going to school and seeing our friends.” This is developmentally right on for this age group. To compensate, they’ve created a social bubble with another friend - and being able to “hang out in person really helps.” As do virtual “hangouts” on Google. But nothing can substitute for the sense of independence 7th graders get to practice and enjoy when school is in session.
These two are particularly fortunate that their private school offers rich exploratory options for extra-curricular engagement, with classes like GPS globetrotting and comic book art. Non-school activities include baseball and horseback riding, both fun exercise options, and they’re finding remote piano and guitar lessons work surprisingly well on line.
Overall, these two are pretty happy “but regular school is better!” Recently they had their school pictures taken outside in a park across the street from the school; having that experience “was nice and felt somewhat normal.”
Sadly, it could be awhile before “normal” is back.
Freshman, Public High School, Chicago, IL
Freshman year is completely online for this high school newcomer. All classes are conducted on a digital video platform, but once teachers present the content and homework is assigned, they typically allow kids to do work the remainder of the period and check in as needed.
While teachers are having real expectations of students this Fall, in this freshman’s experience, interaction with them “is pretty minimal.” Students are free to email teachers and can ask questions during class, of course. But without the informal connections before and after class, “it feels harder to get to know them and for them to know and see me.” For this over-achieving young teen, that’s a tough spot to be in.
Academically, math seems to transfer online most successfully, “but probably because it’s less discussion-based -- and I have a great teacher.” AP Human Geography, on the other hand, isn’t going as well because the massive amount of information presented on a flat screen makes it harder for him to stay focused.
“The best thing about remote learning is the freedom to choose when you do something,” he says. “I can use the time after the teacher presents to reach out to a friend in the same class to discuss something, do work for that class or another, take a snack break or check in with my teacher and ask a question.”
But as distance learning gives…it also takes away.
“The worst thing is the inability to freely interact with one another. Exchanging contact information with classmates is challenging because we’re not allowed to post our phone numbers. We can email, but that’s not really the way my generation connects.” Plus, as a freshman in a new school, the digital format makes it hard to assess people when “you only see them as a 1” x1” face on a Zoom call -- and that’s if they have their video on.”
The one bright spot socially for this freshman is lunch period, which provides a touchstone…a chance to call a friend and connect more personally. “It would be nice to have more opportunities for connecting with other freshmen -- like Google Chat assignments.”
This particular high school wasn’t great about advertising afterschool clubs either. A virtual club fair was held, but it was sparse because many club presidents who were asked to create videos… didn’t. He has basically joined clubs he learned about through friends who are upper classmen. At this school, social engagement relies heavily on a freshman’s initiative and confidence -- which can be a lot to ask, developmentally.
Note to teachers: schools would do well to provide activities that create chances for more normative social interactions for kids other than email.
Senior, Private high school, New York, NY
This senior transferred to a new private school for his senior year and is “really motivated to do well this trimester because I want to get into a good college.” He says he definitely finds it more challenging to engage with teachers remotely, but he’s “making a concerted effort and showing the right attitude.”
Most of his Zoom classes are live, although some are pre-recorded, which students can watch on their own timetable. He particularly likes learning from home because he can go to school from anywhere. In fact, when I interviewed him he was in California for a week living with a family friend and studying from there.
The downside of distance learning, he says, is that it can be harder to stay engaged. Overall, he finds “the work has been easier for me because everything is in one place. I’m not moving from class to class and having to track assignments.”
It’s interesting to note that in both “live” and distance learning, it’s the student’s facility with the material and the quality of the teacher that are the strongest predictors of enjoyment and achievement. Unlike the freshman above, this student feels math class translates the worst online, but he admits that may be because it’s his most challenging subject. History class, with lectures, assigned readings, and question-and-answer sessions is going much better.
Surprisingly, even though he’s a transfer student, this senior is connecting to his classmates via social media. Perhaps that reflects his self confidence, developmental readiness or just fewer restraints this private school places on kids posting personal information like cell phone numbers.
When the trimester began, this school’s plan was that students would be learning remotely until November 3, when students will return to school at least part time. As with all plans related to the pandemic, however, expectations are fluid and subject to change depending on infection rates. Fingers crossed all goes according to plan.
So there you have it -- straight from the mouths of the students themselves. Thanks to all of the students who shared their insights with me and you!
