Instead of using the pandemic as an opportunity to upend the less-than-perfect status quo, writes AvashiaNeema, officials doubled down on the failures of the before times.
Prior to the pandemic, I used to think I was a pretty good teacher. Students learned about important topics in my classes. They had thoughtful conversations. They built strong relationships. They would tell me years later that they still remembered things we learned together.
This year, I have felt like a failure every day that I’ve been in the classroom. Despite every effort to respond to student needs, to continually redesign my curriculum and structures to meet what I’m seeing, I struggle to get my students to engage. I struggle to build strong learning relationships, and to build a cohesive learning community. And when I ask students what is happening to them, what is making school so hard this year, their consistent response is that it is just"too much.
. The early start times, the six-period day, the breakneck pace of academic expectation, the high stakes of standardized testing, the lack of meaningful time for taking care of mental health — it is an accumulation that is pulling them under.Meanwhile, Massachusetts Board of Elementary and Secondary Education member Michael Moriartyat the April meeting regarding conditions in schools right now, stating that he didn’t anticipate that the level of crisis would be so large.
Here’s the thing: the people seemingly most obsessed with normalcy are those who were least impacted by the state of pre-COVID “normal” in schools, the people least impacted by the havoc COVID wreaked on our most vulnerable students and their families, the people least impacted by the ongoing trauma being expressed by adults and students alike.
Our Congresswoman Ayanna Pressley says, “The people closest to the pain should be closest to the power,” but when it comes to public education in the state of Massachusetts, the opposite is true. The people furthest from the pain are in charge, and their fixation with normalcy is exacerbating the crisis in our schools.
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