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GETBES | How classroom teaching changed during covid pandemic

How classroom teaching changed during covid pandemic



Education industry | July 3, 2021 ©GETBES | 0 Views



Because to the abrupt and unprecedented closure of our nation's schools owing to the COVID-19 epidemic, educators have had to deal with the most startling and quick shift of probably any profession in history. Teachers were required to abandon their classrooms permanently and, in many cases, to build a completely virtual learning environment on short notice. .

That directive, as difficult as it was, reflects the best-case situation in what has proven to be a highly inequitable landscape throughout the epidemic. While some school districts have made a relatively easy transition to online learning, many others are straining to connect with kids and families in order to guarantee that their basic needs—including adequate food—are addressed. Teachers' responses to the epidemic have been as varied as school systems' responses.


How has the pandemic changed the role of teachers?


Due to the epidemic, two critical aspects have altered. First and foremost, pedagogical modifications have shown to be critical, as standard in-person lecturing approaches do not transition well to a remote learning setting. Teachers must adjust their techniques and be innovative to keep students interested, regardless of the type of channel utilized (radio, TV, mobile, online platforms, etc.). Every family has become a classroom - more often than not - without an environment that fosters learning. Some countries are assisting teachers in this regard. In Sierra Leone, where radio is the primary distant learning medium, students may contact a "live" and toll-free phone line to ask professors questions, and radio lesson schedules allow youngsters to assist their families with everyday tasks. Second, the epidemic has shifted how instructors allocate their time between teaching, student interaction, and administrative chores. According to an Instituto Peninsula poll, 83 percent of instructors in Brazil do not believe they are equipped to teach remotely, 67 percent are nervous, 38 percent are weary, and fewer than 10% are pleased or satisfied. The epidemic has brought attention to the need for additional flexibility and time for student-teacher engagement. Teachers in Estonia, for example, were granted control over curriculum, lesson planning, and time allocation.


How systems have supported teachers in their new role?


UNESCO, UNICEF, and the World Bank supported teachers by sharing guidelines emphasizing the importance of providing feedback to students, maintaining constant communication with caregivers, and reporting to local education units to keep track of learning in the survey of Ministries of Education on National Responses to COVID-19 conducted by UNESCO, UNICEF, and the World Bank (2020). Fewer governments took a different approach: Costa Rica created a digital toolbox with pedagogical resources such as a guide for autonomous work, and the Brazilian state of So Paulo organised frequent two-hour conversations between Secretary Rossieli Soares and teachers via a state-developed mobile application. These discussions and technologies enabled governments to maintain an open channel of communication with instructors, allowing them to better understand their problems and adapt remote learning programs.

Teachers found difficulty juggling educating and delivering feedback to students online, filing administrative reports, and caring for their families as they began to apply these rules and recommendations. Some governments saw early on that their well-intentioned teacher support scheme was leading to burnout. Peru's Ministry of Education was receptive to comments and quickly changed the rules to lessen administrative burdens on teachers. The Brazilian state of Minas Gerais created the smartphone app ‘Conexao Escola' to stimulate teacher-student engagement during allocated time after each session, eliminating a situation where students contacted instructors throughout the day through WhatsApp or text message. Instructors in Uruguay were supposed to fill out administrative forms, but rather than seeking new information, the government chose to use GURI, a digital platform that has been used by Uruguayan teachers to submit information such as student attendance and grades for over ten years. What impact have technologies generated in this changing role? Faced with the epidemic, countries have blended high-tech and low-tech techniques to assist instructors promote student learning more effectively. Education authorities in Cambodia, for example, devised a method that mixes SMS, printed handouts, and ongoing instructor feedback, taking advantage of the country's high mobile phone use. It also provides information on how to access learning programs, ensuring that students have access to paper-based learning materials, and involves home visits to supervise distant learning activities. Eacher is also required to offer students with weekly paper-based resources and meet with them weekly to hand over their marked worksheets and issue new ones for the next week.

Technology has also improved government-teacher support, such as by adapting existing coaching programs to be delivered remotely (as in the cases of Nigeria and Uruguay), creating spaces for peer support programs (such as the Virtual EdCamps initiative, which was created to facilitate peer-to-peer learning among teachers), or establishing EdTech hotlines for teachers (as in Estonia, where the HITSA – the ICT Hotline for Teachers – was established)

As outlined in the World Bank's Platform for Successful Teachers, where effective use of technology is one of the key principles to ensure cadres of effective teachers, technology interventions should improve teacher engagement with students through improved access to content, data, and networks, allowing teachers to better support student learning.

- by Shubham Jha, Editor.





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