RATE Issues

Keywords: education, online teaching, technology, warm-up, storytelling, survey, routine

 Abstract
Covid-19 has brought about a new change of paradigm. Just like the once-for-life education is outdated, the face-to-face education will never be the same again. Consistent adjustments are needed both in the curricula taught and the resources involved. However, after the first shock wave had ebbed, most educators started reevaluating their teaching and tailoring their skills to fit the latest requirements and the facilities at hand. While some dedicated teachers spent long hours attending online courses and webinars, watching tutorials, and trying out fancy e-gadgets and apps, others relied basically on the tools of their school platforms. Whatever your strategy might have been, if you love your job, keep in mind the essence of teaching (content/skills, objectives, and methods), and if you are concerned about the well-being of your students, the latter may consider themselves lucky. The article presents besides my experience the main findings of a survey conducted in Reghin. 

The Covid-19 pandemic has been sweeping the world for months, causing anguish and shaking up all aspects of life, including education and instruction. Thus, we woke up one morning in March to a new challenge, one we had never been prepared for. Gropingly, we set out on our quest for platforms, tools, devices, and connectivity. New requirements and rules popped up all of a sudden, all beneficiaries of education felt overwhelmed and were utterly confused. However, no blessing goes uncontested, so why should we not transform this upheaval into an advantage ?
Months later, here we are, still struggling, yet, having settled for a long-term disruption of normality. If before March 2020, we used to admonish our students and own children for too much screen time, now we encourage them to stay tuned, in order to check several e-communication means, do dozens of electronic assignments, accumulate far too many hours crouched over their gadgets. On the other hand, we, teachers and educators, have relaxed to some extent. Having failed not only once, we eventually developed our own strategies and, incredibly, some of us have discovered the manifold advantages of technology. And online teaching is here to stay; as stated by Gemma Josep (2020), online learning represents the future of education. But the question is not whether it can really replace face-to-face education or if it is a seasonal craze. The query is how to overcome the lockdown or quarantine period in an efficient student-oriented way.
In teaching 12-14 classes simultaneously, I have had my trials. Fortunately, some proved to be eye-opening and mind-altering. Just like in conventional teaching, there are not more than three essential concepts that we should not lose sight of: what, why, and how. Thus, once again, the old pedagogical principles help us out: content, objectives, and teaching methods. We do not need to reinvent the wheel, but we must revamp it. A cornerstone is our experience. It gives us insight into classroom dynamics and management, workflow, lesson planning, adaptability, discipline control, conflict negotiation, self-directed learning, accountability, etc. In addition, we have to employ technology and make the best of what we have and are provided with.
In capitalising technology in education, there is a catch. Too much can ruin the love of teaching. By overdoing, we easily fall in our own trap: instead of focusing on the three main elements, we focus on only one - how. Thus, we tend to show off our technical know-how and overlook the outcome, overall. Let me explain. Educators all over the world have become probably the most eager and hard-working learners trying to unlock the epic potential of the WWW. They navigate the Internet - meanwhile exploring the cyberspace like pros, they watch tutorials, download apps and tools, test and evaluate instruments, and are constantly in search of activities that empower and motivate students. Hence, it is not surprising that at times we lose track of time or goals set. What is more, according to Kyungmee Lee (2020), students dislike the frequent shifts in activities, so why should we exaggerate? For our own well-being we have to learn to be more effective with less effort by identifying a handful of strategies and tools that can maximize our teaching.
Moreover, technology is power-driven. Logically, all actors on the stage of online teaching highly depend on electricity and connectivity. That plan B in traditional teaching is a key factor in online education, as well. The ‘what ifs’ are to be reflected on and procedures have to be worked out in the long run. Prerequisite is a set of rules commonly agreed on and to be followed. Good planning, in this case alternating synchronous and asynchronous learning, takes the strain off the students, in line with Maria Ocando Finol’s expertise (2020). In this regard, you cannot expect students to have 5-7 Zoom or Meet sessions a day as you sabotage the learning process itself.
You might wonder what exactly I am doing. To be honest, I am still searching for the perfect online recipe, if there is any. However, my broth is cooked only by me and from time to time, spoilt dramatically. I stick to my former routine: particularly, I never start a class without an energy-packed warm-up. Of course, the what, why, and how are planned, though sometimes altered on the way. I reschedule more often than before, as what counts most is my students’ well-being and flexibility is a must. There is a balance between synchronous and asynchronous activities and the students know exactly how these are scheduled and when they are due. And rules were drafted and are regularly followed. These guidelines have proved to be essential mostly when students work in their break-out rooms. What I constantly do, however, is telling them a story. I have no doubt that teachers substantially contribute to the personal growth of their students. What is more, in accordance with Bronwyn Fryer (2003), a story combines an idea with emotion, making it memorable.
The survey I mentioned in the abstract had highlighted the turmoil caused by the outbreak of corona virus. In Reghin, teachers felt left alone by the authorities and mostly by the Ministry of Education. Except for the Google Classroom or Microsoft Teams platforms that were provided free for every school, in some cases rather late, teachers were neither equipped with any gadgets nor with the technological knowledge and skills required. On the contrary, educators were forewarned that their classes would be observed by inspectors and there would be serious consequences if their teaching was inappropriate. Irreproachably, most of my fellow teachers, instead of launching a tirade against the administration, have kept doing their best, given the circumstances. Regardless of what might happen next, I am sure that we will all benefit from the competences acquired, as online teaching is here to stay.

References
Fryer, B. (2003, June), Storytelling That Moves People, https://hbr.org/2003/06/storytelling-that-moves-people
Josep, G. (2020, June 4), 5 Reasons Why Online Learning is the Future of Education, https://www.educations.com/articles-and-advice/5-reasons-online-learning-is-future-of-education-17146
Lee, K. (2020, March 16), Coronavirus: 14 simple tips for better online teaching.https://theconversation.com/coronavirus-14-simple-tips-for-better-online-teaching-133573
Ocando Finol, M. (2020, March 26), Asynchronous vs. Synchronous Learning: A Quick Overview, https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview

Biodata

Cristina Drescan, MA, is a teacher of English and German at “Lucian Blaga” Upper-Secondary School in Reghin, Mures. She has been a teacher trainer since 1999, being mostly interested in topics like Teaching Through Games and Songs, Public Speaking, Personal Growth, Non-formal Education, Classroom Management, and Interactive Teaching.