Observations From Teaching From Home — In Front Of a Camera

Teaching in front of a camera has given me— and, I’m sure, every other teacher out there — a unique insight into what our students see when we talk and interact with them. 

I have made some honest observations about myself during this time.

I really do have RBF. Sorry, kids. I’m not annoyed or angry, that’s just how my face looks. 

When my eyes are tired, I tend to open them really wide after blinking. It tends to makes me look somewhat perpetually surprised. Prior to lockdown learning, I had no idea I did this.

At first, I touched my face a lot without thinking about it. Now? Not so much. 

My coffee cups look even more enormous on camera than they actually are. 

The little smiles I give to try to connect with my students, and to encourage and motivate them, can sometimes look a bit deranged. 

My eyebrows are perhaps my most expressive feature. 

My hair does, in fact, look really cool most of the time. 

Despite all those things, my students keep on showing up to class, working hard, getting things done and putting a smile on my face. They regularly brighten every day I spend with them. They’re a pretty awesome bunch.

There are a few other things I have observed.

Bad hair days and/or desperate need for a cut and colour are easily fixed with a nice beanie/touque/knitted hat.
The best way to find beanies/touques/knitted hats nice enough to wear for work is to have friends who knit or crochet. 
Also, a faux fur pom pom on a hat is far more satisfying than I ever realised. 

Working from home has its benefits, but it is definitely not less work. 

Looking at a screen for sustained periods of time is mentally and visually exhausting. I’ve started asking my students what sorts of trees are in their gardens, what they can see from their windows, and what’s happening outside their houses, just to make them look away from the screens every now and then. 
I’m also spending a lot less time on screen outside of class. There is nothing like losing yourself in a book, but when your eyes are tired, listening to great audiobooks and podcasts while staring into the distance is an enormously underrated and enjoyable sanity saver. 

Overall, things have worked fairly well for me.

On the Sunday evening before my final week of 100% remote teaching from home, I can honestly say that I can look forward to my classes this week with confidence.

I am also looking forward to seeing some of my classes and colleagues when we begging to return to school on June 1st. It will be great to get into a physical classroom again… although I wonder if that might feel a little weird now, too?

Observations from #TeachingFromHome In Front Of A Camera #TeacherLife #TeacherConfessions #TeachingOnline #blogpost

Why Teaching From Home Is More Difficult Than You Think

One teacher’s thoughts on the first day of teaching and learning while #StayingHome

As a teacher, I know there is no substitute for being in the classroom, engaging with the students and supervising their work, making suggestions or guiding their thinking. When you create a constructive, productive learning environment, students thrive. 

Over the past few weeks, my school has worked really hard to reproduce that in an online learning environment. My colleagues and I have put a great deal of thought and preparation into making our students’ experiences of learning from home in online classes as interesting and beneficial as they can possibly be. From where I stand, we’ve done a great job of preparing for teaching and learning from home, and I really hope that our students and their parents feel the same way. 

Today was our first day of teaching and learning remotely. My students were well behaved and cooperative. Most seem to have coped with the challenges of doing school at home, some of them sharing an environment with their siblings who were also doing their lessons at home, quite well. We got through everything I had planned for those initial lessons. Judging from the work they handed in today, the kids generally worked as well as they usually do in a classroom environment. 

I don’t know how they all felt at the end of the school day, but by the time 3.30pm rolled around, I was exhausted. 

Make no mistake: online teaching is really hard. It’s mentally demanding in ways that physical presence in the classroom is not. It’s harder to hear students when they speak, and it’s harder to be sure that everyone understands what you say or what you want them to do.  Even marking the roll poses new challenges when you can’t simply identify empty spaces in the classroom. Things that have become instinctive for teachers are now impossible, and we find ourselves reinventing pedagogy, teaching, communication, and the delivery of lessons and lesson materials. 

You can no longer maintain classroom management by circulating around the room or standing in strategic places so you can see what kids have on their screens. You can’t just look over a kid’s shoulder and remind them of a principle or fact that they need to consider. You can’t make a teaching point of quickly correcting an error or oversight. 

To an extent, one has to just accept that and move on. If a student is easily distracted or willing to be inattentive, that is understandable: there’s a lot going on,  they’re at school without being at school, they’re in their own environment, and some of them are genuinely anxious about the dangers and the restrictions that Covid-19 has brought about. Really, the best you can hope for is to find a way to gently bring their attention back to the task and try to re-focus them. 

It’s a tricky set of circumstances for the kids as it is, and adding learning at home to the strangeness of social isolation and distancing is a situation that some kids — and some teachers — will undoubtedly find awkward at best. 

Still, it’s good for all of us, kids and teachers alike, to have a routine and a variety other things to think about. It is healthy and constructive use of the abundant time we would otherwise have on our hands at this point in time. 

As tired as I was, they day did end particularly well. After spending 90 minutes with one of my classes this afternoon, I was pleasantly surprised when three of my students thanked me for the lesson. In the past, wishing each other a good afternoon or a pleasant evening was not unusual, but having students actually thanking me for double English after lunch on Tuesday is totally new. 

I spent the rest of my regular school day responding to the work they submitted, and giving my students some feedback on their ideas and responses. It was nice to be able to 

At 4.15pm, I made myself a cup of coffee and almost cried into it with gratitude for my good but mentally exhausting day, and for the caffeine upon which I would rely for the next couple of hours while I cooked dinner and did everything else I needed to do. 

When dinner was done, I looked at my husband and asked if it was too early to go to bed. 
“It’s 6.15pm,” he said. 
“So probably, then?” I asked. 
“Yeah. Probably.” 

Maybe I’ll just spend the time between now and bedtime thinking about what gift I’m going to buy myself for Teacher Appreciation Week. 
Whatever it is, I will have earned it.

One teacher’s thoughts on the first day of teaching and learning while #StayingHome
#teachingfromhome #TeachFromHome #TeachingOnline #teachertwitter

Image by Wortflow from Pixabay

A Crisis of Confidence

If you think kids are the only ones who suffer ‘back to school’ anxiety, think again.

On the evening before school starts back for the year, I usually hit a patch of anxiety that keeps me awake into the wee hours of the morning. 

Today, my brain has hit fast-forward and has dumped me in that patch just about as soon as I woke up. 

I know it’s not logical. I know I am good at my job. I love my workplace, and a number of my colleagues are also my good friends. I love teaching. I’ve done my preparation.I know that I will go back tomorrow and everything will be okay. 

Today, however, my brain is playing a different tune. I am plagued with anxiety and feelings of inadequacy. I am fearful of nothing in particular and everything in general. I know I can do it but I feel as though I can’t. 

This is what happens when anxiety, introversion and impostor syndrome get together for a wild party: they don’t get messed up, I do. 

What many people don’t realise is that many of their own kids’ teachers go through the same thing every year and every term. Some experience it much more frequently, even daily. 

To look at them, especially at work in the classroom, you’d never know it. But it is real, and it is genuinely awful. 

I don’t know what the solution is. The only thing I know how to do is hang in there, try to take care of myself, and keep going like I always do. 

Being Fontist.

I am a person who takes others at face value. I don’t immediately classify someone as pretty or ugly, gay or straight, progressive or conservative (unless, either way, they are hateful or prejudiced – then the deal is off) , black or white or some other colour, blonde or brunette, or anything else. I don’t care if they’re plain or fancy, nor do I care if they’re pretty or not. I try to take each person as they are and let their integrity speak louder than their features. I like to get to know them before I make any decisions about them.

When it comes to fonts, however, i am nowhere near as open-minded. Don’t get me wrong – there are plenty of fonts I like, and many others that I will view with an open mind depending on context and purpose. 
But there ARE two or three fonts I really hate. I refuse to use them. I have handed back an assignment or two, asking for it to be reprinted in a more acceptable typeface. It’s true: I am Fontist. 

I wasn’t raised that way.  We didn’t really need to think about fonts back then. When I was growing up, it seemed as thought books were printed in two, maybe three different standard fonts. From memory, there was something like Times New Roman,  a basic Sans Serif, and possibly another standard typewriter-style serif font. There was never a question of what typeface to submit our work in, because computers weren’t a thing and our school work was all handwritten. When I started university, assignments and essays had to be typed and double-spaced, so I used my parents’ typewriter. Of course, it only got to the typing stage when one or two hand-written drafts had been painstakingly written, proofread, edited, and revised. 

Don’t get me wrong: I’m glad those days are over. I appreciate the ease of writing using my laptop as much as anyone else, and I’m happy for my students to do some – but not all – of their work on their devices. 
My underlying Fontism rears its ugly head, though, when someone hands in an assignment or broadcasts a presentation on the screen that screams “ridiculous font” louder than anything the student is trying to communicate. The same thing happens in meetings and seminars where the important information is obscured by the poor choice of font on the screen or handout. 

You might think I’m overreacting. But consider this: I might read fifty student assignments in less than a week, or sit through twenty five student presentations in two or three days. When their font suggests I shouldn’t be taking their work seriously, that’s a complication neither they nor I need. 

Right at the top of my hate list is Comic Sans. It looks childish, and gets increasingly ridiculous as the size increases, to the point where it is almost impossible for me to take anything printed in that font seriously. It is a font that should never be used for school work of any description by anyone older than six, nor should it be used for slide shows and presentations.  Yes, it is “nice and clear for people to read”, but so are about 3000 other fonts one could choose. If your audience is not entirely in the First Grade, choose something else. 

Another font I hate is Arial. Yes, it is also nice and clear for people to read. It is also entirely bland and unimaginative. Arial is the font equivalent of still having that original iPhone Marimba ring tone from 2008 on your new iPhoneX when you have 2500 different songs on your playlists.  It is the font for lazy people who don’t care how their work looks. It doesn’t take much effort to switch so something equally clear but which looks a lot more polished and professional. In a word: boring. 

The other fonts I really dislike fall into two groups: anything over-decorative and wrongly sized formatting

Over decorative fonts have their place, but trying to read a block of text printed in anything full of swirls and flourishes or trippy lines and shadows will make a teacher’s eyes bleed in less than three minutes. Decorative fonts can work really well for titles, or for a special capital letter or character to start a page or chapter, but they fail miserably for anything that needs to communicate information or arguments clearly and effectively. 

In a similar vein, text printed too small or too large is equally frustrating. If it’s too small and condensed, it’s hard to read and… you guessed it, bleeding eyeballs. At the other end of the equation, students may think they can fool me into believing their 337words meets the 500 word minimum word count if their work is formatted in size 15 Helvetica, but my teacher brain knows better. My teacher brain has been doing this a lot longer than they have. 

So, I guess this is me coming out of the classroom cupboard and acknowledging the ugliness of the deep-seated prejudice that lies deep within me. It is equally as rampant and undeniable as the grammar nerdism that I make no attempt to hide.

Call me fussy. Call me Fontist. I’m okay with that. But don’t call me to complain if I’ve asked your teen cherub to reprint an assignment so that I can read it without tears. Trust me – it’s better that way, and I’ve tried to be nice about it. Well, I’ve probably been nice.. 

Maybe. 

Unless they are a repeat offender. In that case, there are no guarantees.