Photo by Markus Spiske on Unsplash
In class this week, we were discussing the pivot to the new model of teaching that will be affecting us when we return to class amid Covid-19. Through discussions as a whole class, and in break-out rooms, it is clear that there is anxiety, excitement, and good ideas for the future during this time. That being said, our jobs have changed. We have been used to adapting to different classes, learner abilities, and subject areas; none of that was new. However, the students were in the class and we could read where they were on a daily basis and adapt accordingly. Now, the students are away, we have to track them down, if they want to be found, and try to get them to work, without the classroom a good portion needs and want. Is this doable? Yes. But it will take a major pivot to how we teach, assess, and engage.
As I have stated before, as the tech teacher, I have dropped the ball in terms of getting our students ready for accessing the needed programs to be functional in this environment. I accept that. However, I didn’t foresee that students would not be allowed in the school, thus not having access to the school resources, as something that would ever happen. Therefore, could I prepare for what I never conceived as a possibility. So the question is, how do we move forward? We just do.
I feel it is incumbent on all of us as educators to concentrate on the needs of our students, over the rigour of our courses. Rigour is a false construct in my mind. We know the content, we know our students, and we will learn to increase our parental engagement. Therefore, we will adapt in the way that seems best for us as educators, the learners, and their families. It takes a village, not only to educate but to thrive in these unprecedented times.
Although I agree with putting the needs of students at the forefront, I have learned to embrace providing opportunities for rigor. I have found that I require it or I get bored. I love the extra readings – completely optional and intended for those with genuine interest. My oldest daughter requires the challenge, also. Without it school is not worth her time. These types of students are often forgotten, but if the goal is a love for learning then providing opportunities for rigorous learning can help engage curiosity and propel student interests.
I think rigor is false because creating a set level of toughness denies exactly what you are talking about. I love to challenge and push those like your daughter and yourself. I think that it creates the exemplar for others to meet. Those are the 4’s on the rubric. The exceptional work creates the rigor.if the outcomes are based on rigor or strict guides, you lose the engagement I have found.
Just my experience.