After multiple students tested positive for the coronavirus, Hull High School reverted to fully remote learning for two weeks. Before we move back to the hybrid model, it’s time to reflect on the fully remote experience.
The experience was drastically different from that of last spring. There were set guidelines and a schedule to follow, and teachers seemed to have a better handle on the situation.
Some teachers checked in with students via video conferencing, then sent them off to do remote work. Others did full-blown lessons online. The change upset many teachers’ schedules, setting many behind in what is already a difficult year, but it seems like our teaching staff is bouncing back quickly.
The things we were able to accomplish virtually would have seemed incredible to us a few years ago. One of my teachers was able to pull off a virtual test, while another led us in PE. Doing jumping jacks on camera may be awkward, but it’s a privilege.
Despite many of our technological learning advances, we were still plagued by glitches and errors. Sometimes our video apps, overwhelmed by too much information, force us to leave. The school-issued Chromebook cannot always handle a video app and other tabs at the same time, making doing classwork while in class surprisingly difficult.
However, despite these issues, I would call our fully remote time a success. We proved we can do it, and although we hope it never has to happen again, it is less scary and more familiar
For parents or educators curious about what they can do to help students who are in remote learning, I would say this:
Be flexible. Remote learning can cause frustration, stress, and very strange sleeping and eating habits. Listen to us when we say we need help, or when we ask for an extension, and even when we claim that the reason we were late to class was because our dog ate our charging cable.
Victoria Dolan is school correspondent for The Hull Times.
