Syeita Rhey-Fisher: On Equity, Teaching & Technology
Syeita Rhey-Fisher is a 4th Grade Teacher at Achievement First in Hartford.
I’ve always been that teacher with the deep-rooted belief that technology integration in the classroom is the way to ensuring our students are prepared to become competitive and global citizens. So, I have always tried to lead my teaching towards a more hybrid model. Once we stepped headfirst into a pandemic crisis and was involuntarily thrust into the world of remote teaching as sort of a new norm, I became conflicted. Several questions occupied my mind, which included, but were not limited to:
How do we maintain a balance of social-emotional learning w/ academics on virtual platforms?
How do we solve access to tech resources for our vulnerable population of students?
How do we ensure we honor our legal responsibilities in the service of our English language learners and students who receive special education services online?
How do we continue without sacrificing quality education?
And on and on. It has been quite the feat trying to address all of these issues from within and beyond the classroom. But if we are going to teach with racial equity in mind, we need to reflect on how to improve our craft on these virtual platforms. Our black and brown families have been disproportionately affected by multiple pandemics, COVID 19, and systemic racism. So we must get this right and not further exacerbate the achievement gap due to a lack of services, technology, and quality instruction. Equity in education is what our kids deserve regardless of the delivery method. While I’m not even close to having all the answers, having taught remotely for the past 9 weeks has helped me gain confidence in the notion that students can receive a quality online education.
After using technology as my driving instructional method, I realize that I wasn’t using the integration as intended when teaching from a brick-and-mortar classroom. Before, it was only a supplementary resource to participate in district-paid programs or material used to capture notes as a piece of paper would be used. Now we have a chance to make virtual education purposeful as a means to inspire critical thinking, creativity, and innovativeness. My students have begun to master the functions and interactive features of various programs. I am inspired by the work they’ve produced due to being given visual supports, the ability to share ideas privately or whole group, work independently in break out rooms, create with engaging video/animation tools, and voice opinions concerning lesson decisions through live polls.
This pandemic has allowed us as a nation to reimagine teaching with a whole new focus on accessing learning in a fun and engaging way. It is a way to forge ahead and create a new norm for delivering a high-quality, college-ready, and globally competitive learner.
Online students can incorporate pictures from the web, drawing, and text features to construct an answer to a question. Even if a student is below in writing, we can gauge their understanding and comprehension through their visuals.
Teachers and students: If you’re interested in contributing a piece about your teaching and learning experiences in the classroom, please contact jason.j.lee@yale.edu
Sara Goldstein-Stoll: Reflections on Teaching Amidst the Pandemic
Sara Goldstein-Stoll is a 1st Grade Teacher at Clinton Avenue School in New Haven.
None of us teachers could have predicted much of what was to happen the first day of virtual learning this year. But perhaps my biggest surprise was at the end of the exciting yet awkward first day of school. One of my first graders unmuted their microphone and, with a huge smile, said, “I hope everyone is safe and stays healthy and has a good night!” Then, my other students brightened, started smiling and waving back, and unmuted their microphones to share more well-wishes for their brand-new classmates before signing off.
Stories like this have defined this unprecedented school year. We have had many moments of students unmuting their microphones randomly throughout the day to share how much they love “school.” In the midst of stresses such as families struggling with childcare, homelessness, working multiple jobs without proper PPE, and/or entire families at home full-time without an income, my little ones love coming to school. For them our online classroom community means attention, love, and affirmation. My favorite way one of my students expressed this enthusiasm was a loud declaration mid-lesson: “I love school, I love my teachers, and I love learning!”
Moments like these have increased in frequency; my students run back early from their bathroom breaks to show each other their dogs and newborn siblings, discuss what they see out of the windows of their different homes/shelters, and teach each other how to spell their names. It took a while to get here, as they began the year unsure of what to talk about or how to engage each other. But with encouragement, they have started initiating conversations with classmates they have not yet talked to and are forming a community where they all feel important and valued, not only by their teachers but also by each other. This has been my greatest success as a teacher this year.
THIS SCHOOL YEAR IS NOT “NORMAL.” I wish our leaders would recognize that. What our students need is a community where their voices are heard and lifted up. This necessitates a focus on social emotional learning that goes beyond the “grade-level” math and literacy standards. Students’ lived experiences are not taken into account when we focus on academic achievement at the exclusion of their current mental health needs. When we ignore these needs, we contribute to the white supremacy coursing through the veins of the public education system in this country. The best thing we can do for students is focus on social emotional learning and ensure they feel seen and heard. As I strive to implement an anti-racist pedagogy, my role is to listen, encourage, and affirm my students, thus tailoring our classroom environment to their specific needs. This interrupts the racist cycle of white people being in power and setting arbitrary educational norms that are misaligned with the needs of the BIPOC community.
This is a year to take care of each other, to support our communities, and simply to spread love. I am proud of my first graders for doing exactly that.
Teachers and students: If you’re interested in contributing a piece about your teaching and learning experiences in the classroom, please contact jason.j.lee@yale.edu