RATE Issues

by Cristina Drescan, "Lucian Blaga" Upper-Secondary School, Reghin

Keywords: education, pandemic, camp, learning by doing, learning by teaching, remedial strategy, values

Abstract
2020 will be remembered as the year COVID-19 hit. And it hit mercilessly the whole world and all nations. The lockdown affected all domains of human activity, but also, unfortunately, the human mind. Here we are, over a year later, still facing challenges, still aimlessly grabbing at so-called magic potions for healing pandemic-driven health issues or traumas in our students. In addition to its negative impact on students’ well-being, the Coronavirus outbreak has significantly slowed down the learning process and output. More and more students admit to learning loss, lack of motivation, and a profound decrease in their performance level, despite, incredibly, boasting higher scores and better achievement results. In the long run, taking into account relevant pandemic-related surveys and studies, standardized and personalized measures have to be taken. Meanwhile, each educator can develop a plan, setting some milestones for the summer holiday.

The pandemic took us by surprise and caught us unawares. However, I would say, we, the teachers, did fairly well. We mobilized and, in record time, became experts in digital technology. The lessons were held, the subject matter was covered, networks were facilitated, emotions were managed, and the digital divide was tackled. It is high time for the summer vacation... or not?

Only the over-optimists or the non-realists can believe that we have done our job so well that now we can lie back and relax. The online school only advantaged the model students, those who had always been motivated, those who had been managing easily on their own or those who did benefit from tutoring. What about the rest, that is, the vast majority? They lagged behind, their rhythm was disturbed, the gap between the good and the struggling students deepened, the latter feeling vulnerable, isolated, ignored, misunderstood, wronged. Will the ministry-announced well-paid remedial classes solve the problem? Umut Özek [1] estimates that the negative effects of a disaster on students mostly vanish within a year if proper compensatory resources are ensured. But have such resources been allocated? I doubt.

What can be done? How can students make up lost ground? If you have asked yourself these questions, you are already on the right track. I invite you to swim together against the tide of indifference, guilt, helplessness, resignation, abandonment, victimization or blaming the authorities. Major changes have always been made from the bottom up, and we are able to shape the paradigm. Most of us have chosen this career not for lack of something better or by mistake. We care and value every child's soul and destiny, in spite of what is too often widely reported in the media. Geoff Robins [2] compares the post-pandemic education with a rescue mission. What is your rescue plan?

Starting from the idea that education does not consist only of the classes in which curricula are taught, and, ideally, learnt and applied, I suggest a 3-point programme for this summer. First of all, with a few enthusiastic colleagues, I will organize a 'school camp'. For 1-3 days a month, our students will participate in teambuilding, volunteering, hiking, debating, sports, greening, etc. activities. Moreover, upon request, they will benefit from remedial lessons. There will be campfires, outdoor movie watching, goulash cooking in a cauldron, barbeque, theatre performances, contests, karaoke, and favourite games. According to Paul A. Kirschner [2], in a rapidly changing world, knowledge, skills, and attitudes must be acquired in order to learn in an enduring way. A camp can offer all this in a fun way that also builds resilience and a learning community.

Another essential phase of our summer programme is providing a flexible and carefully-designed learning platform. At the initiative of the Management Board, each teacher will upload supplementary and remedial materials to the Google Classroom. Consequently, each student can do extra-work during summer and may ask their teachers for help or guidance, if necessary. In this context, teachers can direct students to various self-directed learning contents and apps, for example the ones published by UNESCO [3], to facilitate retrieval and application.

The third point, perhaps the most valuable, is the helpline of our high school. Specifically, a group of students, who have voluntarily enrolled, provide assistance to their fellow students. All students willing to participate and who consider that they have not met the learning outcomes, register and will be redirected to their student tutors. This idea first materialized 5 years ago and bears remarkable fruit. Lun Koh [4], in this respect, identified the learning benefits of teaching, thus both the student teaching and the one being taught profit from the activity.

The 3-point strategy presented above involves neither spending money nor too much effort. Certainly, all of you have a few days off, bold ideas, initiative, and a lot of dedication. Naturally, through our involvement we contribute meaningfully not only to the training of our students and to offering a new chance to the desperate, but also to their development in the spirit of the principles and values set by UNESCO [5] and the EU [6]: active citizenship, empathy, respect, generosity, social inclusion, critical thinking, health education, development of social skills, promoting a collective identity, ensuring equal opportunities, personal development, education in the spirit of dignity, tolerance and respect for fundamental human rights and liberties, etc.

Undoubtedly, the pandemic has had serious consequences. In the midst of the lockdown, 91% of students in more than 190 states did not go to school [7]. Functional illiteracy places Romania on the penultimate place in the EU, with 42%. 1/3 of the parents consider that Romanian education does not prepare children sufficiently for life and, therefore, they have to invest and pay extra for their children's education. In Europe, Romanian students were isolated longest from school. In our country, 60,000 students dropped out of school during the pandemic [8]. And the alarming statistics is not exhausted here.

Then again, I would like to conclude in a more optimistic tone. Randi Weingarten [9] reminded us of what several studies have pointed out, that students learn best in person, led by a teacher, in school, surrounded by their classmates. It is, clearly, empowering and inspiring at the same time to know that we are irreplaceable. Nevertheless, Thomas Monson emphasized that “It’s not enough to wish, it’s not enough to dream, it’s not enough to promise. We must do.” And we, the ones who care, do everything we can.

References:
1. https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/
2. https://www.studyinternational.com/news/learning-problems/
3. https://en.unesco.org/covid19/educationresponse/solutions
4. https://digest.bps.org.uk/2018/05/04/learning-by-teaching-others-is-extremely-effective-a-new-study-tested-a-key-reason-why/
5. https://www.iberdrola.com/talent/value-education
6. https://eacea.ec.europa.eu/national-policies/eurydice/content/fundamental-principles-and-national-policies-64_ro
7. https://www.unicef.org/romania/ro/cum-va-ar%C4%83ta-%C3%AEntoarcerea-la-%C8%99coal%C4%83-%C3%AEn-timpul-pandemiei-de-covid-19
8. https://romania.europalibera.org/a/un-an-de-scoal%C4%83-altfel-scoala-in-pandemie-/31145053.html
9. https://www.washingtonpost.com/education/2021/03/15/pandemic-school-year-changes/

 Biodata

Cristina Drescan has been teaching English and German for over 30 years. Since 1999 she has worked as a teacher trainer, too. Some of her main topics of interest are using games, films, music, pictures, drama, jokes in ESL, story-telling, team-building, developing different skills and subskills, differentiation, hands-on activities, well-being, and motivation.