Back to basics: A post-pandemic step forward

Before the Covid-19 pandemic, parents of public-school students were generally happy with the programs offered by their schools. When schools closed abruptly and parents were expected to monitor children’s work, some parents enthusiastically praised teachers for doing every day what the parents found difficult to do two days in a row.

Other parents who hadn’t opposed art, music, physical education, or foreign languages as long as they were taught by a teacher became vehemently opposed to those subjects when the task of teaching them fell to parents who were doing their regular jobs from home.

How taxpayers will feel about public education after the pandemic remains to be seen.

I suspect the amount of money available for the teaching/learning component of public education post-Covid will be far smaller than previous allocations. School boards, like many other government bodies, have a tendency to prepare for a repeat of the crisis just past, so upgrades to, for example, ventilation in school facilities, may be given priority over upgrades to curriculum.

I also suspect any retrenchment will mean a “back to basics” approach if that hasn’t already become the norm by then.

Some people in the education community (other than myself) are already thinking in terms of concentrating on basics.

Jay Matthews, education writer for The Washington Post, had a column two weeks ago about the need to return to teaching essentials when the pandemic is over, and as early at last summer, teachers began talking about how teaching had to change beginning with the 2020-21 school year.

Sarah Schwartz, outlined “5 Steps for Keeping Kids on Track This Fall” Aug. 5, 2020 at Her first two points were:

  • Focus on the most important work of the grade, trimming the curriculum to cover only the essential standards.
  • Figure out what students will need to know and be able to do in order to successfully complete grade-level work.

Schwartz implies, but doesn’t explicitly say, that to begin repairing the damage to students’ educations caused by the pandemic, teachers should teach only what students need to know and be able to do in order to successfully complete grade-level work.

That will probably mean creative writing with be scuttled in favor of mundane, required, expository nonfiction.

shelves of books
Nonfiction books aren’t just reference books, and they aren’t just boring reading.

Personally, I believe expository nonfiction is the writing schools should teach even without the impetus of a pandemic. Expository nonfiction is required writing. Everyone, including Markus Zusak and Amanda Gorman, must write expository nonfiction. Outside the walls of a classroom, nobody is required to write nonfiction or poetry. Consider:

  • The cover letter with your job application was (or should have been) expository nonfiction.
  • The lesson plans you’re required to file must be prepared as expository nonfiction.
  • Your master’s thesis about novelist Mary Cholmondeley will be expository nonfiction.
  • The school board’s justification for cutting the creative writing program will be expository nonfiction.
  • Your letter to the editor of the local paper saying it’s barbaric to deny students the privilege of learning to write fiction and poetry will be expository nonfiction.

If I’m right about changes ahead in K-12 programs in schools after the end of his pandemic, you would be wise to start preparing now by evaluating everything you do for the rest of the school year to determine the least you must teach and the best way to teach that minimum of essential content so that every student in your class masters it. Warning: It is far more challenging to teach every student until every student masters a predetermined set of information and skills than it is to present to all students information and skills you expect only a few of them to master.

As Schwartz implies, in addition to enabling students to learn when the Covid-19 virus is under control, you’ll also need to support students who have social-emotional problems caused or exacerbated when schools were closed during the pandemic. If you thought learning to present on Zoom was a challenge, wait until the kids who didn’t learn on Zoom come back to the classroom.

Then you’ll find out what a real challenge is.

Unless you’ve slashed all the unessential material from your curriculum and rebuilt the remaining material so that students can experience success at learning, you won’t have the time or the emotional energy to address your students’ social and emotional needs in the coming year or possibly for several coming years.

Photo credits: classroom scene by neonbrand-zFSo6bnZJTw-unsplash, nonfiction bookshelves by Linda Aragoni,

© 2021 Linda Gorton Aragoni