Learners do not need to see you in person or even in live video in order to learn long division, the causes of the American Revolution, or subject-verb agreement.
You may want to have face-to-face interactions with students, but it’s not necessary for you to have face-to-face interactions with students in order for you to teach or for them to learn.
Seeing you may even distract students from attending to what you are teaching.
Students forced to become distance learners must have teachers who can distinguish between what’s essential to teach and what’s not essential to teach. Students must have teachers who choose to focus on essentials—even if teacher and students can’t see each other.
Yes, it’s possible that not being able to see you will make students feel less connected to you, less connected to school.
But just because students feel connected to you doesn’t mean the students learn any faster or learn more thoroughly. Being deeply connected to your students doesn’t make you a better teacher.
Frankly, any persons over 24 whose lives are shattered if they don’t spend face time with 7-year-olds five days a week has a serious problem that discovery of a Covid-19 vaccine will not cure.
Since it’s officially summer, I’m sure all my blog readers are busy preparing new materials for fall term. (Cue uproarious laughter.)
Today I’m going to give you the nub of a writing prompt about communication that (a) you could use in an ELA course and (b) is relevant to a wide range of other subjects and in many careers.
If you are not busy preparing materials for fall, you can tuck it away for August.
Here’s the prompt:
Do people learn better from images?
If you can believe what you read on the Internet, people learn better from images, especially video, than from print.
Do some research: Is that assertion true? What evidence is there to support it? What does learning mean in this context? Does the assertion apply to all kinds of learning, or are there only certain things that people learn well from images? You need not limit yourself to information from published sources; you may do original research.
Write an argument in which discuss the value of images for teaching. You may limit your discussion to either video or to non-moving images if you wish. In fact, your writing will probably be stronger and more interesting if you can include some of your personal observations. You can include your personal experience as a portion, no more than a quarter, of your evidence.
Remember that you don’t need to disagree totally with someone else’s opinion. You can agree partially. You can argue that the other guy’s evidence isn’t strong enough to warrant his conclusion. You can show that the other guy misunderstood what he presented as evidence.
Remember, too, that in an argument you must accurately and respectfully present the opinion with which you disagree. An argument is supposed to be an exploration of a topic so all parties come away feeling they were understood and respected. If your argument reads like an attack by a thug in a dark alley, you’ve totally missed the point.