A reflection on remote learning at home

Written by Maddison Schmidt
St Francis Xavier College, Diocese of Sale

Term 2 of 2020 is going to be a chapter that marks a very significant time in many educators’ teaching careers. For some it will remembered fondly as a time that we could teach from the comfort of our home in our tracksuit pants with an endless supply of coffee. For others, the desire to be back in the classroom could not be stronger.

The news that we would be teaching remotely initially raised many questions for us. What will it look like? How do I know if my students are attending my classes? How can I ensure I will be engaging and differentiating for my students’ various needs remotely?

Apprehension was a collective feeling among teachers.

However, we need not have worried, as teachers and students alike took to the process with exceptional willingness and vigour.

Specific, timely and targeted feedback

I, among many other teachers, found that we were more productive in delivering content but also in providing specific, timely and targeted feedback. As one teacher commented to me; “we could work along side the students, with them” remotely.

Other teachers have commented that it brought students out of their shell and they were much more comfortable asking questions and seeking guidance without the rest of the class seeing them ask for help.

As a History teacher, the transition was quite seamless as I pre-recorded lessons via Microsoft PowerPoint and directed my students to the wonders of YouTube for documentaries. As the weeks progressed, I started researching new platforms such as Quizlet, Flipgrid and Stile to find new and exciting ways to engage with my students and ensure that we were understanding each other.

As we ventured further into this experience, it became evident that those who are naturally organised individuals thrived in this opportunity where as others needed a little more assistance. The challenge here was for teachers to take on a more pastoral approach. A few weeks into the journey, I began creating daily timetable templates for students in the hopes of building structure into their day and checklists of classwork they needed to achieve. Students on the most part, responded positively to this and were thankful for the guidance.

This period of remote teaching has allowed an opportunity for growth for all teachers as we have developed our skills and capacity to engage students in new and diverse ways. It has permitted time for reflection of why we do things the way we do and proven that we are adaptable and flexible. On a personal note, I have been inspired by the effort and collaboration of others during this time and have developed a greater appreciation for our craft.