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On Saturday, regarding the Democratic Party’s defeat in the 2020 US general election, it missed the name of the Republican organization. It is the Republican National Leadership Council, not the Republican Legislative Leadership Council.
On Wednesday, the clinical trial results of the AstraZeneca coronavirus vaccine misunderstood how many clinical trial protocols AstraZeneca and Oxford University announced. They have issued agreements to conduct trials in the UK and the US, not just for the US trials.
On Sunday, information about teaching during the pandemic missed the shape of student desks at Walter Carter Elementary/Middle School in Baltimore. They are trapezoidal, not triangular, because students there will undoubtedly learn geometric shapes.
On Monday, drivers who worked for food delivery apps were struggling, misunderstanding that New York City’s current unemployment rate is high. The latest rate since October is 13.2% instead of 14.1%.
On Monday, online competition among luxury brands missed ownership of watch brand Patek Philippe. It is owned by the Stern family, not by the Richemont Group.
On Sunday, the woman who was the first to play football in the Power 5 conference game mistakenly believed that the first woman to score in the Division I football game. It was Ashley Martin of Jacksonville State University in the football championship division, not Katie Hnida of New Mexico. She was the first woman to score in the football bowl division.
Last Friday's gallery exhibition about Cecily Brown missed the phone number of Paula Cooper's gallery. It is (212) 255-1105, not (212) 255-1155.
Megan Thee Stallion’s album “Good News” misidentified the home of the duo’s city girl last Friday. They are from Miami, not Los Angeles.
On Thursday, the Argentine football star Diego Maradona (Diego Maradona) missed the 1990 World Cup round, in that game he scored the only goal against Brazil. It was 16 rounds, not the quarter-finals.
The title of the engineer report about the recording engineer Bruce Swedien misrepresents his age. The report correctly pointed out that he was 86 years old, not 66 years old.
Initially, the closure seemed to be short-term, perhaps only a few weeks at most. Many teachers post by the kitchen table or log on from the sofa. This is a temporary setting that can be helped before the school reopens and normal teaching resumes.
However, day by day, it became clear that it would not return to normal quickly. As a result, teachers settled in the new virtual classroom (or at least tried it once) and made their home arrangement easier to manage in the long term.
Today, two months have passed, and educators across the United States are teaching remotely from the dining room, bedroom, living room and porch. Moreover, in the process, they are adapting to the completely different style and rhythm of the working day.
Take Janet Lake as an example. She is used to standing all day and teaching ninth graders at her school in the San Diego Unified School District. In the first week of distance learning, she tried to sit down, but her feet were swollen. Therefore, she created a temporary standing desk and now works here every day.
Or ask a middle school teacher in Baltimore, Barbie Prince (Barbie Prince) to teach. She is used to walking around in the classroom, watching students' shoulders to monitor their progress. Her new classroom (limited to windows on the computer screen) feels very strict.
Some educators have set up home offices and are ready to go before the pandemic, but most people have since bought new office equipment: desks, desks and chairs, external monitors, keyboards, mice, headsets, Speakers and filing cabinets. The expenditures-suddenly but necessary-add up.
Many educators describe the switch from a traditional classroom to a so-called "COVID-19 classroom" at home as an unwelcome situation because it hinders the relationship between students and teachers, technology adds complexity, and misses severely Beloved teaching aids. Talking in the Zoom classroom feels strange and isolated.
There are still some conveniences. A teacher said that she was relieved now that she could go to the bathroom at any time. The other said he could eat snacks when he was hungry. Others described the focus of their work without interruption, the extended time. For some people, this is a welcome change, from classrooms without windows to rooms with plenty of natural light. Some people say that they also enjoy more quality time with their families.
These are some of the knowledge we learned when educators shared their experience of working at home and teaching, and took a few photos of their new settings. We rounded the image below (and more details).
Scott Merrick used to work in the computer laboratory of McMurray Middle School at Metro Nashville Public Schools. Now, he works on a converted bedside table in the front room of his home. The bedside table is located in front of a large window, overlooking his garden, a maple tree and neighbor’s house. Around him in the room are his records, his guitar, his dog, a stationary exercise bike and a trash can full of his works-including poems and short stories.
For Merrick, the setting itself is an improvement. But he can hardly see students anymore, only those who log in to his daily office hours, and since his courses are not core courses, and the area is still studying how to distribute laptops to everyone, these students are few .
Like many people who work from home, Kristen Messer (Kristen Messer) walks around in different parts of her house all day, keeping her "COVID-19 classroom" portable. She started at the kitchen table every day, bringing her laptop, paperwork, microphone and lights, and meeting with students. She and her students (second-year students at Stella Brockman Elementary School in Manteca, California) used many digital tools, so she did not put any posters or signs in the background. After the video conference was over, she "retreated to a quiet living room" and used different sets of work materials for planning and recording.
She likes video conferencing because she can see her students during the meeting, but it is noisy. She said: "I can't tell you how many times I mute the microphone during the conversation."
Especially her dog seemed to be satisfied with the new setting, but she missed the opportunity to have lunch with colleagues.
Esther Schmitt commutes between the bedroom and the living room and teaches every day. The second grade teacher at Los Angeles Unified had been working at her table for two weeks, but when she heard that the closure would continue, she made a new plan.
Schmitt bought a table and chair, a monitor with a microphone and camera, and a trolley to keep up with all the paperwork she had accumulated. She said: "Therefore, this transition has incurred a lot of unexpected costs." Schmitt has been teaching for 34 years. She said it was the "first time" for her, but she and Her colleagues "have been adjusted and adjusted according to the needs of our students."
Barbie Prince, a middle school teacher at the Krieger Schechter Day School near Baltimore, put her desk on the kitchen table, then brought two desks, a laptop stand and a cushioned office Chair, "So everything I need is nearby." She missed all the space and expenses in the classroom—be able to walk around to check on students, teach in different parts of the room and take students outside.
Jennah Castillo enters the virtual classroom from the desk she set up in the corner of the bedroom. On the desk were all the tools she used to lead digital learning with third-year students at De Anza Magnet School in El Centro, California.
Castillo tried to incorporate color schemes into her home furnishings so that students could recognize them in the classroom: blue, green and yellow. The background of her new desk is her college graduation hat with the outline of an apple on it that says "Now it's my turn to teach!"
She said that although her new device is comfortable and quiet, it is indeed more distracting at home than a traditional classroom.
Janet Lake, a ninth grade teacher at Morse High School in San Diego, works in her family room, using the fireplace as a temporary bookcase and printer desk. She set up tall tavern tables so that she could stand while working, because she was used to it.
Lake added lighting, scrolling bookshelves, office supplies and music players in the work area. Not to mention all the techniques she had to implement at "astounding speed."
Lake said: "My classroom is better, but I think my students have gradually gotten to know me in the past two months, which is much better than what I have known about me in the first seven months."
Stacey Roshan, a math teacher and director of innovation and education technology at Bullis School in Potomac, Maryland, has been working at a desk in a corner of her apartment. Since the school closed, she has upgraded the settings to include keyboard trays, keyboards and mice, and is waiting for the delivery of new desks and chairs.
She is enjoying the long time she can concentrate on completing the task. But there are also many disadvantages. She said: "I really want to be surrounded by people and students." "Many things feel laborious and take longer, for example, giving students feedback about work digitally rather than in person."
Roshan is in favor of using technology to support teaching, but she is aware of its shortcomings. Since she does not personally communicate with students to explain certain concepts or clarify comments on assignments, she spends more time ensuring that her feedback is easy for students to understand. "In the end, I think we can adopt a more efficient system, but we don't have time to build some such routines in the classroom, because we switched to distance learning so quickly and thought it was temporary in the first place," she said.
Bob Dillon, the technical director of the St. Louis University City School District, sometimes works on a hammock outside the house. He said: "According to the time of day, mood and other people circulating in this space, every part of the house is a learning space."
Emily Tate (
) Is a reporter for EdSurge, covering early childhood and K-12 education. Find her on emis [at] edsurge [dot] com.
EdSurge provides insights and connects people who are exploring how technology can provide fair opportunities for all learners.
©2011-2020 EdSurge Inc. All rights reserved.
Where we study is important. When we deeply understand the reality of emergency distance learning, this truth explodes.
As a profession, we are honorably committed to meeting the needs of students, but all of us have experienced the weakness of our strategy. We have seen that students lack opportunities to use technology and Wi-Fi. We have been watching students with other challenges, including those with physical or learning disabilities, gradually disappearing from technology-rich learning, and we even see our most driven students in daily video conferences and online completion of work. Exhausted.
All these make us eager to return to the same physical space as the students as soon as possible. Nothing can replace a sense of closeness when it comes to building relationships and establishing trustworthy connections with students.
The reality of COVID-19 spreading in the community without a vaccine or cattle immunization means that it will take a few months to return to regular school without restrictions. We are likely to see students returning to campus and turning to classrooms specifically designed to protect students and teachers. The cafeteria, gymnasium and library may not be open. The practices that our former manager took for granted, such as community supply stores, group learning and soft sitting, may be temporarily shelved. All of this will expand our ability to redesign the space so that students can explore, discover and connect in meaningful ways.
As the number of uncontrollable things grows (table spacing, movement between classes and between classes, schedules), we can still control many space design considerations, which can keep our students from where they are A place that really benefits from learning. When we need to balance the health and humanity of the space, please consider the following five ways to create a classroom at your unique moment.
It will be a stressful event to return to the school building for the first time since we were all abandoned by emergency learning. Since March, many teachers and students have not gathered together, so returning to school this time will cause all kinds of emotions in everyone. In order to meet the emotional needs of students, it is very important to set the correct tone of voice using signs that fill our space.
From the front door of the school to the corridors to the classrooms, do we have a sign that cares for everyone or causes fear? Are we asking people to be part of a responsible community, or are we filling them with negative information that lacks empathy for the emotional stress of moving to school? It is absolutely necessary for everyone to understand the community health rules of the space, such as frequent hand washing and wearing a mask, but this need not be our main message. Let all spaces recognize reality, but emphasize the sense of belonging, community and the joy of being together again.
Although the Centers for Disease Control and Prevention and the State Department of Health can control how we design the floor plan of the classroom (ie, six feet of space between tables, directional walking, coordinated movement between spaces), educators can control our design The periphery of the classroom.
Fill in the walls only with items needed for learning. In urgent distance learning, we realized that students can study without anchoring pictures and inspiring posters on the wall. We should not design a sterile space, but should design fresh eyes and ask these questions. Will placing this object on the wall increase visual clutter or support daily learning? Can I move more learning resources away from the front end of the learning space to calm students and focus on presentations and content? In what ways can I consider the colors of the palette when designing to keep the space coherent? Answering these questions and focusing on the space you can control will make the classroom a normal place when the rest of the school feels different.
This is always a good idea, but due to mandatory space constraints, we need to double the items that have no practical use and can fill up the space. First look at the space in the room that is only available to teachers. If you don’t know what space is available only to teachers, ask students to stand in a space that they think is hidden and inaccessible. This will let you know which spaces have been removed from student use. If we are constrained by the rule that only 10-15 people can fit in a space, then every square foot is important. Consider how to add 20-30 square feet of space for students. This subtraction and addition will provide students with some breathing space.
The intentional space design is based on maximizing body movement and providing students with a choice of learning locations. This has led to flexible, agile, and active classroom efforts, which had incredible momentum before COVID-19 lost all directions in learning.
The science of learning continues to show us that exercise and choice are the keys to optimal learning. However, in this life, these best design elements must be shelved to reduce the risk of spreading the virus. Even so, we cannot completely eliminate these elements. Let the students stand behind the desk for 3-5 minutes to listen to the teacher's lecture, which can oxygenate the brain and prepare for learning. Allowing students to stand on the side or back of the room, and even the opportunity to sit on top of their desks, can facilitate choice and provide change for the furnished and disinfected room. In some places, you can choose to move the study to an outdoor space, and when there is a space, you can provide the required exercise to enhance the participation and fun of the study.
Space and time are interrelated. When we talk about the spatial aspects that we can control in these difficult times, we should also talk about deliberately designing time with students. Face-to-face time shouldn't be sudden with the teacher's voice, because most of the time can happen in virtual learning. Instead, use this time to connect and listen. Use time in class to promote dialogue and community. Use it to calm and reduce stress. In the next few months, our time with students may not remain stable every day. Therefore, it is vital to design time in our physical space to support the entire child. This is also the time to anchor learning in a relevant and meaningful environment. Synchronize time design and space design to support the academic and emotional needs of all students.
This will be a very non-linear return to our teaching building. In some places, students will come to school on a new schedule. Due to infectious diseases or public health issues, their face-to-face learning may be suspended and then return to the physical space again. In the upcoming school year, this cycle may happen many times. For other students and families, due to their unique needs or their success in the virtual learning environment, they will stay in the virtual space.
All these variables will require flexible design by educators to allow students to move smoothly between physical and virtual learning spaces. Consider this reality when designing. Ensure that our digital learning space has easy access to resources and learning tasks. Minimize the digital confusion in these spaces. Simulate the power of learning under natural light, and introduce fresh air into the mix as much as possible so that students can bring it into their home study space.
Where we study is important, and when considering the start of the new school year, it takes time to listen to students, pay attention to their needs, and incorporate uncontrollable content into design elements that we can control. Through these efforts, we can heal, stay healthy, and continue to bring a deep humanistic awareness to our work to guide our students to learn, they are eager to reconnect with the learning community.
Robert Dillon (
) In the past 20 years, he has served as the education director of many public schools in the St. Louis area, and has served as a teacher, principal and innovation director. He is the author of several classroom design books, including "
EdSurge provides insights and connects people who are exploring how technology can provide fair opportunities for all learners.
©2011-2020 EdSurge Inc. All rights reserved.
As the school district diverges in response to the pandemic, Baltimore City Public Schools are slowly trying to get students back to the classroom. It is not easy, but neither is distance learning.
Baltimore-Zia Hellman is preparing to welcome kindergarten students back to Walter P. Carter Elementary/Middle School this month, just like any teacher on the first day of school: she makes a fuss in the classroom.
Ms. Herman, 26, hid around the trapezoidal desk, six feet apart, and taped it to the blue box. Annoyed by the flatness of the wall, she fumbled for the plastic partition covering the name tag, and arranged a separate yoga mat to replace the colorful carpet. Each window is opened to provide additional ventilation and cool the air.
"I want to know how they will deal with all these situations," she said with her hands on her hips, scanning the room one last time. "I don't know what I should think, but it feels good."
Ms. Herman is one of approximately thirty-two teachers and staff who have returned to work since November 16, marking the first in-person teaching at Baltimore City Public Schools since March. This city is the first large school district in Maryland,
Step towards one of the highest risk experiments in the history of the American public education system: face-to-face teaching during the pandemic.
Going back to the classroom is not easy. There is no distance learning.
Educators who want to return to students have to obtain conflicting guidance from politicians and public health officials. Before the virus dissipated, some teachers’ unions refused to return to the building and rejected colleagues who dared to break with them. On the other hand, the country’s most vulnerable children have suffered severe academic and social harm due to distance learning experiments. Parents are struggling with their own financial and work struggles, and they are increasingly desperate.
Since September, Ms. Herman has been eager to return to the school building in northeast Baltimore. She also understands the risks.
Ms. Herman said: "I feel a bit like the'Hunger Games'." "I did not volunteer to make a tribute, but was chosen as a tribute. But I want to serve my students here."
At the same time, the superintendents had to face political pressure, parental preference and the pressure of a once-in-a-lifetime public health crisis.
Michael Casserly, executive director of the Metropolitan School Council of the Alliance of Large City Public Schools, said: “Managers have always had to deal with conflicts of interest, but this has never been this kind of life-and-death balance.” Systems across the country. "It is necessary to make interests and decisions change every week, every day, which makes this situation different from any situation faced by public education."
For Baltimore City Public Schools CEO Sonja Santelises, it was decided to reopen 27 schools on November 16 to attract about 1,200 academically risky students (such as kindergarten, special education students, and English learners), but Not a choice, but an obligation. She called on the advice of the city’s public health commissioner.
"If I want to stick to the front line, or want to score politically as some people hope, I will choose not to let families who need choices, people who need translation, and refugees who have traveled a long way to get their children to receive education. Family, Ms. Santriss said. "I won't do this. "
As the virus surged in certain areas of the city, Baltimore reduced the number of planned reopening of buildings from 44 to 27. But the local teacher union is
The Ms. Santelises area remains closed until they are considered absolutely safe or the vaccine is widely used. It put pressure on individual teachers not to go back voluntarily.
These tensions are reverberating across the country, and schools there are responding to the epidemic in various ways. After opening early this fall, some schools closed this month, although other universities like Baltimore are now trying to reopen.
"We are not just becoming obstructionists; Diamonté Brown, chairman of the Baltimore Teachers Union, said: "We are preventing the area from putting people's lives at risk. "
In March, when the United States announced the coronavirus outbreak, more than 70,000 schoolchildren left classrooms in Baltimore. Since then, school leaders have focused on temporary measures. They purchased computers and Internet access equipment, sent worksheets to students’ homes, staffed cafeterias and buses, provided meals to the community, and waited for directions from places that never actually came and federal health officials.
But now, as the pandemic threatens the education and prospects of a generation of children, regional leaders are feeling pressure to act alone.
In Washington, D.C., internal test data showed that the number of kindergarten students among second graders who reached the literacy benchmark dropped sharply.
. In Houston, a large number of middle school and high school students failed to pass the first semester.
. Even wealthy, high-performing areas like Fairfax County, Virginia, a suburb of Washington
Of middle school and high school students fail class, especially English learners and students with disabilities – two groups have recently
Found that the distance learning service is not good.
The most shocking statistic is the sharp drop in enrollment rates in all regions of the country.
. For some families who do not have Internet access or whose family life is not conducive to distance learning, public education is out of reach. Some families simply gave up.
When Ms. Herman was in the fourth grade of kindergarten, she understood what it meant to be back in the classroom. She will not be able to see her 92-year-old grandmother. She may be "corona humiliated" by colleagues, family and friends, and these colleagues, family and friends are out of work. She is putting herself in danger.
However, she said: "I am young and I am healthy."
At 9:15 in the morning, each of the six students whose family chose to study face-to-face in the classroom received a temperature check. Two minutes later, a student raised the mask excitedly and showed her its design.
Ms. Herman said to him: "I love your mask, but I think it will be cuter."
At 9:30, all students were allowed to take off their masks and eat snacks on cinnamon toast and applesauce. She said: "The window opened in only 10 minutes."
By 10:30, the matter had been resolved, she was just a teacher. The students are practicing writing letters. By the age of 11, they were preparing to sing "Dale Farmer" and preparing to take a vacation:
Ms. Herman said: "The purpose of the first day is to feed them, have fun, and then send them home." "We need them to come back the next day."
Not only did her six class students return the next day, but 19 of them were actually studying. The principal of the school, Brandon Pinkney, is also showing her classroom to parents who are considering sending their son back to school.
In the 24 hours since the face-to-face class, Mr. Pinkney has accepted the parents' inquiries, and they are very interested in what they see in the classroom through the computer screen of the child at home.
Just in case, he filled the buildings, put his head into different classrooms, and mentally reconfigured the space. He hopes to reserve an extra table for the students. He tells him bluntly that the "virtual things" have been used up, but if the school reopens, he will come back.
"I know he is on the street," Mr. Pinckney said. "If I don't see him this week, I will pick him up."
Many school staff said that they just went back to the building because it was Mr. Pinckney’s voice, telling them that they had been selected.
He promised transparency and support, which was enough for Rachael Charles. She is a special education teacher with two teenage children at home. It is not as easy to convince her as Ms. Hellman. She admits that as a young, childless teacher, she does not face the same choices in life and livelihood.
As the black community is particularly affected by the virus, Ms. Charles, an African American, exercises throughout the summer, just in case, taking vitamins and alkaline water. But she still explores vacation.
She said: "I love my students very much, but when no one takes care of me, I will go back to the classroom to take care of the children."
In addition to safety hazards, Ms. Charles wants to know if she can become a teacher that her students remember. She said: "I am very hands-on. It is difficult to get them within reach and cannot support them in the way they need."
When a student with a slight physical disability struggled to pull down his mask to eat lunch, she initially stood outside his blue box, encouraging him. "Under the chin, you can do it."
But soon, her hand was on his mouth, and she pulled it off herself.
Downstairs, Mr. Pinckney is in the corridor, and a group of clinicians are debating whether to conduct a virtual or face-to-face special education assessment.
He said: "When we have an evaluation room here, it actually makes no sense to virtualize." "They clean every hour every hour."
"Every hour?" A suspicious voice can be heard through the speaker.
"On time", a voice came from nearby.
The voice belongs to school administrator Donice Willis. She is 66 years old and her grandmother is 11 years old. She has never stopped working during the pandemic, and she can’t wait for the children to return to the building.
Update January 29, 2021
The latest news on how the pandemic is reshaping education.
She said she knew she was one of the people at highest risk of coronavirus. She hopes to retire at the age of 70, but she said that she has given up control of that target and hopes that she can protect her from Covid-19.
Ms. Willis said: "You will leave something one day." "If God gives me 70, I will accept it."
When a student without a mask walked out of the classroom that was about to clean the classroom, she hardly flinched: "Put on the mask, novice," she said.
Around the time of dismissal on Wednesday afternoon, November 18, news broke that New York City had reached
, Which will cause another instruction to close in person. The city’s schools have been open for less than two months. Within an hour
The negotiations between the district and union officials broke down.
The teachers in Baltimore wanted to know how their city leaders would react. The positive rate in Maryland is above 6%.
Ms. Santelises stood firm. She said that it is scientifically proven that the transmission rate of schools is still very low. A teacher has sent an email via email, "Keep in touch."
Ms. Herman focused on how her new normal is developing. She is now wearing two masks without reminding students to wear more masks. She wanted to know how face-to-face students waved to face-to-face students. Her only concern is that her distance learners missed the jokes and nonverbal cues of students entering the classroom.
She said: "Today is better." "It feels like this, only three days."
Then perform a reality check. Shortly after 8:30 am on Thursday morning, Mr. Pinckney sent an email to staff stating that someone had reported symptoms similar to Covid and that two classes were sent home for isolation.
"Oh, my goodness," Ms. Heilman said. "It's here."
Mr. Pinckney followed the rules, reminded classmates and staff, and submitted the case to the school district.
Ms. Herman felt defeated.
She said: "Covid doesn't care what day it is today." "It doesn't care if there is a shield in front of your face. It doesn't care if you wear a mask for most of the day instead of eating for 10 minutes. Inside."
Baltimore announced that the schools that began to provide on-site teaching that day will resume teaching after Thanksgiving until December 7.
And travel. Some private schools in the area do the same.
The actions of Baltimore private schools during the pandemic dealt a heavy blow to Ms. Santrices. These students obviously have educational advantages, one of them is her daughter. Her two other children attended a closed public charter school.
Ms. Santelises said: "As a mother, I live to be different, and this inequality is shocking." "Every morning I say goodbye to people at the bus stop. I'm observing the difference. I see. When my daughter's face looked at me at home, it was like: "Don't you want to try? "
The new delayed announcement stimulated protests by members of the teachers’ union, and members marched to different buildings, demanding that the school district close the buildings for the rest of the semester. The union said that by this weekend, at least 15 staff had tested positive for the virus.
The head of the union, Ms. Brown, said the school district insulted the teachers who worked around the clock and provided high-quality guidance to students at home.
She said: "Education is not only more important than the teacher standing in front of the students."
On Friday, Ms. Herman still stood in front of the students. At the end of the day, she helped a student draw something he wanted to thank. A week later, she didn't think much about getting over the student's blue box.
Outside, when the students play together while waiting for their parents, the direction becomes easier: "You can take off the mask, but don't get too close," Ms. Hellman said.
Sharrea Brown hugs her 5-year-old daughter Paige Myers. For a week, Ms. Brown kept watching Peppa's mood improve. At home, a frustrated child will yell "You are not my teacher!" when she tries to help.
Page said she was worried about this "harmful bacteria", so she sent a message to other children who wanted to return to school: "Put on a mask."
Ms. Brown hopes to restore some normalcy after school starts. She took a vacation from work in March, and her unemployment rate has been rising until now.
Ms. Brown said: "Christmas doesn't look great." "But she is fine," she said to her daughter. "She almost returned to how she felt."
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