Remote Learning: Cons

Look, I’m not Pollyanna. I may have started with the positive, but I can be real too.

How has (mandated) remote learning (for all) been a difficult experience?

  • All day on screens. My eyes!
  • No walking . . . minimal walking.
  • Too. Many. Platforms.
  • Distance.
  • Loading.
  • Still loading.
  • Reconnecting.

What else?

I have tutored online previously–short segments with adult learners. It was a choice.

I have used online platforms as a center option, as a reward, as a form of enrichment, as a tool for remediation. Again, though, short segments of time and it was a choice.

This is different.

And what’s even more humbling? My scope of understanding is actually limited; I’m not teaching a classroom of kids, full-time. But I’m exhausted!

So, to all the school staff and families out there navigating forums, bandwidth, and distance: I see you. I know it’s hard . . . harder than I can even understand . . .

Photo by freestocks on Unsplash

Remote Learning: Pros

We all have our complaints . . . and I have them too.

But are there are any good things about our current (mandated) remote learning?


Possible positive sentiments on remote learning . . .

  • No bulletin boards to maintain.
  • The weather doesn’t impact the school day.
  • There isn’t a line for the copier.
  • No school traffic–anywhere.
  • Learning for all–new systems, new platforms, new methods . . .
  • Shoes aren’t required. (I LOVE being barefoot!)
  • We’re building lessons and curriculum for the future.
  • A national conversation on the amount of work, and the true essential place of public education, has been thrust into the spotlight . . .

It was hard, difficult, to come up with this list, but I do like to frame things into a lesson, or a positive–whenever possible. It took some stretching and thinking to find these, but they seem reasonably uplifting. In other words, when I am most frustrated, or sad, I have something to reference on what I am gaining or enjoying, or what others might be gaining and enjoying, from this experience.

Do you have any other positive outcomes?

Monthly Advice–August

Last year was a year unlike any other. This year is shaping up to be a similar situation:

  • When will we go back to our classrooms?
    • Will we ever go back to our classrooms?
  • Can we wear masks–all day?
    • Are shields better than masks?
  • How do we social distance . . . in a classroom?
  • How will evaluations work?
  • Who attends on what days?
  • What does funding look like?
  • What programs will we use online? How do we use them?

. . . there are many questions. And while we can answer some before we begin the school year, so much cannot be answered until we are in the trenches.

So this month, and for this year, my advice: just do your best. It’s the only thing we can do.

This is a new experience, and a new roadmap, for everyone. All we can do is our best.

Sometimes our best will mean the internet is great, the lesson translates via the laptop, and learning is happening as planned; sometimes our best will mean waiting for the internet to catch-up, repeating yourself because the connection was interrupted, and all that planned learning for today, happens tomorrow. As long as you’re doing your best, I am proud of you, and applaud you.

Photo by stem.T4L on Unsplash


COVID-19 Curriculum

As an educator, I’m always looking for the lesson–today and in the future.

What am I learning?

What learning do I want to pass on?

What added learning can I seek and create?

At some point during this pandemic, around April, it occurred to me that there would be a need to discuss all that was happening. That teachers would want and need a set of plans, guidelines, for discussing COVID-19, whenever they returned to school. This is, after all, history in the making; this is public policy, human rights, public health, economics, mathematics, psychology–every basic and higher level subject taught was available and tangible when I stepped back and considered what was shared in the news or discussed with family and friends.

In this realizing, I took on the task of creating lesson plans on COVID-19, which I discovered, as I started writing, were much more complex than I originally anticipated. So, I decided to make a complete semester-long learning path.

This has been hours of work and readings. It’s not done, but I have the destination and overall plan pretty much set. I have gone back to it and want to add more–there is so much that can be included, and with the daily rapid changing nature of it all, so much to be included or updated. Regardless, I have work to share with you.

I have work to take and to make your own. I have a COVID-19 curriculum for those interested in learning, growth, discussions, and plans. It has goals, it has themes, it has continuity, it has lots of room for reflection and discussion–two areas of development and need that I see most critical to our current climate.

I have worked to create something meaningful, impactful, and useful–for educators and non-educators alike. I’m still on this journey but I wanted to start sharing, to provide a discussion plan, to offer this tool for learning, now. I will update, hopefully, every three weeks or so–to add the rest of the weeks, and then circle back for more additions as needed.

For now, I have the plan, the mid-point, the culminating project, and the first portion available to you. I hope it helps provide a pathway for learning, learning we are all undergoing.

Available now:

General Explanations and Framework:

1 COVID-19 Curriculum–Overview

2 COVID-19 Curriculum–Unit Plans

3 COVID-19 Curriculum–Prework

Week 1-3

4 COVID 19 Curriclum_ Week 1

5 COVID-19 Curriculum_ Week 2

6 COVID-19 Curriculum_ Week 3

Week 4 — still in the works

Week 5

8 COVID-19 Curriculum_ Week 5


9 COVID-19 Curriculum_ Mid-point Exercise

Week 6-10: TBW (to be written)

Final Project

15 COVID-19 Curriculum_ Final Project

Much of this post was taken from the initial share of the curriculum here.