The Vaccine Games

Who knew, in the spring of 2020, that the battle to find toilet paper was just training for getting a Covid vaccine? Who knew that our lives would begin to ressemble the Hunger Games and Lord of the Flies as we scrambled to get a vaccine appointment? Who could have imagined that we would even have a vaccine, or that, as we competed for available appointments, we would compare vaccine brands like we compare cell phones?

When vaccines opened up for school employees, my husband immediately received a link via his employer. Our demographic group opened on Friday, and Saturday he had an email. He clicked the link and —boom!— he made an appointment for the following week. Score one for him.

The link was unique to him and he could not share it with me. I had to wait for my own link. I was optimistic that by Monday or Tuesday, I would receive my own link via my own employer.

It did not come.

I signed up on three different lists, hopeful that one of them would come through before the county where I work.

Nuthin.

Finally, a link came to the employees at my school. But when we opened the link, all the appointments were already taken. This happened several times. We learned that our link had been leaked. Other people were taking our slots. And our shots. Points for them. We were losing.

Oh, how quickly the darkness of human hearts reveals its sinister presence. As I gnashed my teeth over the evil vaccine stealers robbing my of my vaccine, I gave nary a thought to my 88 year old mother or my 93 and 95 year old in-laws. Hey, they don’t go anywhere anyway. I have to actually teach live children, who are germ factories even on a good day.

The county I teach in eventually wised up to the breach in the link. They sent out a new link in which they came close to threatening bodily harm to anyone outside of the intended group using the link. My colleagues and I signed up for appointments. Armed with a file folder of documents proving our identities as private school teachers, we successfully received our first shot. Score for each one of us.

Meanwhile, social media announced the vaccine panic to the world. A vaccine hunter group was formed on Facebook. People were willing to drive halfway across the state to get an appointment. When Walgreens opened a drive-through vaccine near us, the NextDoor Digest was flooded with queries about why the appointment scheduler was not working. What to do???? Wait? A whole six months?

I read all the social media posts with mild interest. I had my first shot and an appointment for my second. My niece found an appointment for her grandmother, my mom, in another county. My brother took her for her first shot. I was happy. Score one for Mom.

My daughter, also an educator, announced her vaccine appointment. Score.

I asked, “Which one are you getting?”

Another daughter asked, “Why is everyone comparing vaccines?”

Because they are different, silly girl. Although, really, what does it matter? Getting a vaccine is like when I was served dinner as a kid. You get what you get. You will eat it. And you will be grateful to have it. No whining to Mom that you got served more disgusting lima beans than your brother. Or that the puddle of butter on your mashed potatoes broke.

My husband got the Pfizer. He had one symptom after his vaccine. He immediately felt weird. I asked him to define weird as different from his usual self. He was unable to articulate the difference except to say that a trip to McDonald’s for a quarter pounder with cheese cured it. Score.

A couple of my colleagues also felt weird after their shots, but they survived without going to McDonalds. My husband’s boss, though, took his advice and got two quarter pounders with cheese after his vaccine. He reported no side effects. From the quarter pounders or the vaccine.

My colleagues and I got the Moderna vaccine. Moderna has more reported side effects. Most of us had sore arms and fatigue after the first shot. My son-in-law had gotten his first Moderna shot a few days before me, so I knew to plan for a day of doing nothing. Sure enough, I spent that Saturday doing absolutely nothing. It was so effective that I did it again on Sunday, even thought I felt perfectly fine. I am very good at doing nothing. Score two points for pulling off two days of doing nothing.

My daughter will be getting the new Johnson & Johnson vaccine. She gets an extra point because she only has to get one shot. The Johnson & Johnson is rumored to have the least side effects, so it remains to be seen if she will get points for McDonald’s or a free day to do nothing.

Yesterday, my colleagues and I got our second Moderna shot. This morning, my younger colleagues reported fever, chills, aches, and the sore arm. I awoke to nothing more than a sore arm. Score one for me—being older has its perks! But as morning moves to afternoon, my temperature is rising and my head feels fuzzy and a nap is looming. Score one for me! I am young enough to have symptoms!

Mom got her first Moderna shot recently. She is old. In spite of nearly passing out from her flu shot this year, she had absolutely zero symptoms from the Covid vaccine. I am scheduled to spend the night with her after her second shot. I anticipate that she will have absolutely zero symptoms again. And she will win the entire Lord of the Covid Vaccine Game.

Why?

Because she will have gotten her vaccine and a sleepover with her daughter.

Win. Win.

Teaching From Home: One Month In

Good news!  A month of teaching from home has not killed me. It came close in Week Three, with my resting heart rate mounting from stress and an allergy medication contributing side effects of anxiety and depression.  But the doc released me from the allergy med and we got –dramatic pause– Spring Break!

I don’t know that I have ever so much needed to step back from the craziness and unplug.  Oh, I did a little schoolwork, but it was good to stop running at full speed and recharge for what will most likely be the long haul to the end of the school year.

One weird result of the break from teaching during Coronapocalypse was that I actually missed the structure and busy-ness of the teaching week.  An unending list of potential indoor and outdoor projects did not disguise the fact that I was stuck at home. Other than a grocery run and a disguised outing as the Easter Bunny (complete with mask and gloves), I had a lot of time to be with myself.  And I was pretty boring.

When school resumed this week, my students felt the same way.  They had to admit that without anything else to do, they missed the structure of the school day and the strange disconnected connectedness of meeting online. And so, in the absence of our old normal, we tentatively begin to accept the new situation.

Here are a few things that are making life doable:

Orderly work space

A critical project during the break was to deep clean and organize my office. Windows and curtains are clean. New blinds hung. A huge bag of clutter went out in the trash. All my curriculum materials sit in organized stacks on the shelf. A new microphone headset arrived. The command post is in truly functional order. The room looks good.  I actually like being in it. And guess what? After a week of teaching it is still in functional order! Order in my space does wonders for keeping the craziness at bay.

Plan for the week

The worst part of the first week of Corona Teaching was reworking each of my five lessons every night for the next day.  My normal routine had been to work out the week’s road map by the Friday before.  The last thing I did every Friday before leaving school was to post the week sheet on the class page.  Then I left the building, drove an hour home, and enjoyed my weekend.  Now, teaching from home, it is not sustainable to spend every waking minute thinking  about school when the “classroom” is just behind a closed door.

A major Corona Teaching Victory came when I posted my week sheets on the class pages at the end of the day before spring break. It was a huge relief to resume that normal rhythm.  My students and I are used to that.  It saves all of us time and frustration–one document is posted and we all know where to find it.  Of course, we can get derailed during the week. But we can address the changes the way we always did– in (online) class and by posting announcements.

Plan for the new reality

I teach foreign language.   I can’t just assign pages of reading and comprehension  exercises followed by a quiz. Language learning is a skill. While the students have access to technology to enable them to read and write and listen and speak assignments to me, it cannot really replicate what goes on in class.

Even with live online class meetings, we are not physically in class.  The give and take online is not the same as in the classroom.  So, the regular lesson has to morph into a new thing.

Mini-lessons

My lessons are morphing into a simple pattern:

  • Things we need to do together
  • Things they can do on their own

Live classes start with a mini-lesson where I present or explain material that is new or challenging.  That will segue to an oral activity.  I assign each student an example in an exercise, give them think time, and then call on them just as I would in class.  If it would have  been a partner activity in class, I play the role of the partner when I call on them.  Not ideal, but at least, I can hear where the problems are.  Then, that activity is often assigned again as a written activity.

Live classes end with everyone understanding their marching orders. If students have no questions, they are free to leave. Students who want answers to questions hang around.

Connecting students to my homescreen

I felt like a magician when I figured out how to display my homescreen on the students’ screens during a live meet.  It opened up all sorts of possibilities! So far, I have tried the following:

  • Displaying the online textbook page while I explain a topic.  It is so much better to have them staring at the page while my cursor squiggles around pointing to things than for them to stare at my face talking about it.  And when we work on an exercise in the book, I can point to the words the student is struggling with.
  • PowerPoints. It is so much better to move the slides for them, than to talk at them and tell them to move to the next slide on their device.
  • Kahoot! I use Kahoot a lot in class and immediately began using it as a self-paced non-timed comprehension activity. But now! Now, we can play a Kahoot together.  It doesn’t have quite the same rowdy effect when everyone is sitting in their own homes, but it is still interactive.
  • Online video/YouTube.   I successfully showed students a video from the curriculum, just to start a lesson.  They could have watched it on their own, but I wanted to “watch” it with them.  In another class, I had a epic fail trying to watch a YouTube video.  I watched it fine on my end, but they saw and heard absolutely nothing.  I’m pretty sure I clicked the wrong screen when I did that.  Oops.

Tossing redundant activities

Once upon a time, during normal teaching, there was classwork and there was homework. Homework generally replicated what was done in class.  Now, there is no classwork vs homework.  There is just work.  As lessons morph, I look at each activity and remind myself:

  • Do not cram too many new ideas into one day.
  • Do not assign the same type of activity twice in a lesson.
  • Assign only activities that actively advance mastery of the topic.
  • Less is more–choose quality over quantity.
  • Let go of the expectation that you will cover everything this year.

Respecting and managing time–theirs and mine

A few ideas are guiding me in respecting and managing time:

  • Set a reasonable workload. Live class plus written activities should not exceed normal class time plus normal homework. Ideally, if redundant activities have been pulled, students should spend less time on my class.
  • Have firm expectations for students. Students should respect our class time and assignment deadlines. I am not  teaching an open-ended correspondance course.
  • But be flexible.  Some students will struggle with doing school this way.  At this point in the year, I know who the most likely strugglers are.  And I know who the lazy bums are, too. Grace to the strugglers.  Zeros to lazy bums.

We are figuring this out. It is not at all perfect.  Some students are still very casual about attending live class and meeting assignment deadlines. Tech challenges are real. Family demands are real. Teenage attitudes are just as real as they ever were.

What am I missing right now?  

This crazy 2020 has become the year of the essential.  The essential worker.  The essential work.  Right now, I am missing the fluff and fun of class.  Movie days.  April Fool’s fish. French restaurant field trip.  I may very well end the year covering most of what I normally teach.  Why? Because I have cut out anything that is not essential.

And that is going to get boring.  I’ll have to think about that.

What am I happy about?

  • So far, the students are scoring as well from home as they did in class.  (Or as bad, depending on the student.) So I do not see anyone suffering academically because of this change.
  • Because I am giving points for everything they do (which would not have happened with spot checks in class), the less-than-stellar students are probably doing more work than they ever did before!  There is nothing so motivating to these kids (or their parents!) as a zero.
  • Distance learning has taken on real meaning as several of my international students went back home and are now checking in to class every day from South Korea!

 

 

Teaching From Home: Setting the Pace in Week Two

 

There are a lot of runners in my family.

You could say it runs in the family.

Sorry.

Not.

I am not one of them. I walk. But I still know the difference between a sprint and a marathon. This COVID-19 teaching experience is a marathon like no other. And we don’t even know where the finish line is.

The first week of online teaching nearly killed me. Or to be more precise, it became quickly apparent that it would kill me if I did not make changes. The first week, I charged off at full speed at the sound of the starter’s pistol—without knowing what race we were running.

Week Two was about finding survival techniques for what we now realize is a marathon. To survive teaching in the coronapocalypse, I am looking at three things: pacing, boundaries, and personal health.

Pacing

Online teaching is taking much more prep time. This is frustrating for someone like me, with decades of teaching experience and who was in a happy routine of tweaking things. Now, it is like starting a brand new job. I need more think time.

This past week, I gave my students and myself some breathing room. For my classes that do independent reading, I gave them all reading day on Wednesday. For my lower level French students, I gave them a link to take a walk in Paris. It was a rainy day and the three hour YouTube video was great for putting in some treadmill time. (No, I did not assign three hours of walking.) The benefit to me was a day without students checking in. My devices did not ding at me all day long. I had bigger stretches of uninterrupted time to think.

And so, a conundrum emerged this week. At the same time that I am increasing face-to-face meetings with my students, I am also pondering ways to give them longer stretches to get work done. This, realistically, is not going to happen much in my French 1 and 2 classes, where they can only handle one new concept at a time and need daily feedback. But French 3 and 4/5 can handle two day stretches. The Advanced ESL English class, starting their first research project ever…..well, yeah, still pondering that.

Mercifully, my amazing, awesome, best-ever boss has heard the cries of students and teachers. Effective this week, we will be teaching four days a week, with Friday as a catch-up day to plan or just to breathe. I have often told my students that I would gladly put in a longer day four days a week in order to have three day weekends every week. Who knew it would take a pandemic to make that happen?

So, pacing involves slowing down for the long haul. Assign smaller, manageable chunks of material. Give myself necessary think time. And give the students space. The students are not only being expected to keep up with their school work, but they need time to process this whole crazy life change, too. And they have to do it at home, with whatever dysfunctions come along with that.

Boundaries

I am a firm believer in setting boundaries. Up until now, I had a great work routine in which I did all my work at home, drove my thirty mile commute, and arrived home with my day tucked behind me. Now it is here in the house with me. All. The. Time. I never thought I would miss that thirty mile commute.

Boundary #1: The Office

I am fortunate to have an empty nest. Oh. So. Fortunate. Not only are there not little people in my face all day with their little needs and demands, but I have whole rooms of the house I have reclaimed for other purposes! One of those rooms is my office.

I do my schoolwork in my office. Only in the office. Not in the kitchen. Not on the sofa in the family room. Most definitely not in the bedroom. When I am working, I am in the office. When I am not in the office, I am not working.

The little glitch with this scenario is that I have not actively worked in the office in a while. So it is a bit disorganized. And not as clean as I would like. In fact, the mini-blinds are really gross. I have been meaning to replace them with the same blinds as in my bedroom, but never got around to it because, well, I just wasn’t sitting in there that much. So last night I went online and ordered the blinds—at 30% off! Woo hoo!

Boundary #2: Office hours.

I am available to my students during their normal class hours. If they contact me during another class period, I ignore them. Likewise, I expect them to be available to me during their normal class hours. This one has been a little trickier. A few have had internet glitches during our face-to-face meetings. How do I know it is a real glitch and not a lame excuse? A student with a real glitch contacts me ASAP in a panic saying he cannot get on. A lame excuse dribbles in many hours later with a “Sorry, I couldn’t get on.” A true hours-later tech glitch comes with a parent email verifying the problem. See? I know teenagers.

Boundary #3: Calling it a Day

While this new teaching day is taking me longer than my normal teaching day, it cannot consume every waking hour of the day. I need to call it quits at some point. My goal is to finish by dinnertime. My goal is to relax with my husband in the evening—even if it is our usual goofy scenario where we sit in the same room watching different movies on different devices! I did not quite meet that goal this week, but I did a whole lot better than in Week One!

Boundary #4: Reclaiming the Sabbath

In my old normal, I worked really hard during the week to get all my work done before I left school on Friday. The past two weeks, I have spent most of the weekend planning. (It did not help that I sort of forgot that third quarter ended this week and that grades were due Friday morning!) After only two weeks, I am desperately feeling the need for the day of rest. I need to power off.

Personal Health

Pacing and boundaries were immediate needs for my physical and mental health. But there are other things I am doing to keep myself from falling apart.  The last thing I want is to get sick now.  And the very, very last thing I want to do is to stand in the prescription line at Target.  The. Worst. Thing. Ever.

1. I take a shower, do my hair, and put on make-up. To a certain extent, I have to. There is no way I am facing my students online looking like Saturday morning! But I did so even on Saturday. Why? Because even I don’t want to look at Saturday morning me.

2. I take mini-breaks between online classes to do mini-laps around the house. In the normal classroom, I am on my feet and moving around a lot. Now I find I am glued to the chair at the computer. I have to move! I also need the little mental break.

3. Weather permitting, I eat my lunch outside. Last week, I sat on the side porch in a sweatshirt with a scarf wrapped around my neck. With the exception of the sweatshirt, it was très français. The sunshine felt so good and I need all the vitamin D I can get. Plus, it was a mental break from my office.

4. I do something more physical at the end of the school day. This is where the lack of a commute is really helping me. At 3:00 I charge outside to do gardening or take a walk. On the rainy days, I have a lovely Paris Walking Tour to perk up a walk on the treadmill. (https://www.youtube.com/watch?v=1xE3lpCIgeI)  

5. I allow myself rest. All that charging and mini-lapping is to manage the stress and all the adrenaline flooding my body. The fact is, I am tired. And I need a break from technology. A nap is good. And a paper book to read is really good.

 

Heading into Week Three

My goals for this week ?

Rest more. To quote the eminent philosopher Winnie the Pooh: “Let’s begin with a smallish nap or two.”

But also, grade the work I ignored this week because I was frantically wrapping up third quarter!

Because of the sprint we all did last week at our school, we can have our regularly scheduled Spring Break next week. Only four days to go. Easter break has never looked so good!

Teaching from Home: We Survived Week One

We did it—my students and I got through our first week of school from home! The learning curve has been steep but, with the weekend’s respite from students, I may get beyond the feeling of treading water to actual swimming.

Image result for Clip Art treading water

THE KICK-OFF

 

Half the stress of this week was due to the shock of implementing it so quickly. A day after our faculty meeting where we were told to be thinking how to teach remotely, the governor announced that schools would be closed effective Monday. That gave us Friday to put a plan in place.

Fortunately, much of the plan was already in place:

  • Online class pages. Our school uses PowerSchool. Now, did students ever actually use the class pages? Of course not! That is why PowerSchool class pages had a melt-down this week. I doesn’t take a tech genius to figure out that, if a site user goes from zero views a week to over 7 views a day, things will crash. Which is why I had built in redundancy…

 

  • Online Assignment Submission. I use Showbie. My students have been submitting documents, audio and video files, and photos regularly via Showbie for a long time.  If the class page goes down, they  can still look on Showbie to see what is due and when.  And I can grade their work right there. Showbie is a normal routine for them.

 

  •  Online curriculum. Three of my French classes have online resources through my.hrw.com, which includes the text, audio files and videos for the students, and all my  teacher supplements–which I can copy to Showbie! Without this, I can not even imagine trying to teach my French classes from home. The  my.hrw.com site is supposed to be a normal routine for them, but since each student also has a hard-copy text at home, we had to reset three student passwords last Friday for students who could not log in.

I had to add one more component to my online classroom, but it was actually already in place:

  • Microsoft Teams. Every class became a Team.  Our tech guy, Eddie, has been telling us for years how wonderful the Microsoft Office tools were and how all our students had access to all this stuff via their school email.  For the most part, we smiled and nodded while Eddie shook his head and sighed.  He does that a lot.

JUMPING IN

It only took three days for Wine-free Lent to get tossed by the wayside.  Two-days, really, but Day 2 was St. Patrick’s Day which has always been a feast day from fasting in my family. All the sunshine and yard work I can do is not enough to handle the stress of this new routine this week.

                                       Image result for  free clip art drinking wine

One colleague said she feels like an octopus, with eight arms flailing in all directions. Another feels like she is playing Whack-a-Mole with all the messages coming at her from students. Setting up completely new routines and reformatting lessons has been overwhelming. Was it just a week ago that Maryland’s Governor Hogan announced the school closures? Have we stepped into an alternate universe? Um, yes to both.

                                      Image result for  free clip art whack a mole

By the end of the week I look  back on the following successes:

  •  I have a routine–I follow the class bell schedule. During any given class period, I focus my attention on that class only.  I interact with those students and their work.
  • My students have caught on to the routine. They check in with the Team at the start of their class period and answer at least the following questions:
    •  Have you posted  your work?
    • Have you read the instructions for what to do today?
    •  Do you have any questions?
    •  They may have also have a discussion question to post and reply to.  It’s like a warm-up to review what they learned yesterday.  
  •  I have been able to supply pretty much all resources I would have given the students in class.  Except in-person me.  More on that later.
  • Most–not all–students are keeping up with the schedule of work.  It took a bit of nudging for some.  One student, who was being lackadaisical about posting his work, explained, “This was why I stopped home-schooling.” My retort to him: “This is not home-school. This is SCHOOL –from home.”  One of his classmates commented with a heart.  The student, I am proud to say, has been most diligent since then!
  • Students are letting me know what is not working for them. 
    • Kahoot activities need to be done without a timer so students can think before answering.  Thanks to the free upgrade to pro, I  can give them untimed activities.
    • Internet and wi-fi problems are making it difficult for some to post by deadlines.  I need to set longer deadlines and be gracious with students who have tech problems.
    • Audio and video resources are great, but there is no substitute from hearing things straight from the teacher, hence…

LOOKING TO NEXT WEEK

  1. Team Meetings. The math teachers jumped into this almost immediately, but it took me the week and a student plea for help to realize that face-to-face interaction has to happen. A colleague and I practiced a Team Meeting on Friday and discovered that it was actually ok!  I’ve scheduled my first one for 10:15 Monday. The biggest glitch I am fearing is the formatting difference I see between the laptop and the ipad.
  2. More time to think and less stress in lesson planning. As I get my plans organized for this coming week, I am planning them for the online platform.  Last week, I was reworking the plans that I had already organized for the classroom.  I was working minute-by-minute, flying by the seat of my pants. (By the way, what does that metaphor actually refer to?) This week, my posted week sheet will contain exactly what I will post for the daily announcements.  Copy and paste daily.  Woo hoo.
  3. Reminders to self to give breathing room to myself and to the students.  I asked French 1 what they were “going to do” or “not going to do” this weekend, since they learned that this week. Several said that they were going to study.  I was totally fried by Friday.  This was a rough week.  Successful, but intense.  I don’t want my students to spend  the weekend doing schoolwork. So, here’s my list to myself to help us have breathing room and not burn out:
    • Independent reading days for my upper level students.  I may plan them all for the same day to give ME some space.
    • Virtual field trips.  I want to give space between hard lessons with something fun yet interesting. Versailles and Monet’s Gardens are offering virtual  tours, for example.  The Louvre tour might actually be better than the crowd-crushing experience of trying to see the Mona Lisa in person! Really, though, I’d like to find something more fun than a museum tour.
    • Let go of the expectation of covering all the material I would normally cover in class.  
    • Don’t introduce too many new things at once.  I can’t handle it.  The students can’t either.

This week, I felt very much like a rabbit leaping off into a race.  It is hard to think like the tortoise, slow and steady, when there’s COVIC-19 nipping at your heels.  I recall my pet name for my students –squirrels. My students are like squirrels–all over the place in any given minute. I have to stay slow and steady because many of them haven’t a clue how to do it.  This week I had only half a clue.  Next week?  I am aiming for one clue.

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