To the editor:
I left my position as a Dunn public school teacher because the politics that were driving us were not in the best interests of our students.
Remote teaching, for me, was a failure. The majority of kids did not attend with regularity and I never knew who was actually there during the class (the state prohibited the requirement for kids to keep their video cameras on). Most students were failing, even though cheating became more common due to Google. Student apathy was almost palpable.
Having some kids attend didn’t help much. As a small school, we could have had all the kids wanting in-person teaching in school for four days per week; however, this conflicted with county policy, so we were prohibited from doing so. As it happens, the in-person kids were learning far more than those at home.
Teacher morale tanked as well. For one with little remote teaching experience, it was all an uphill climb to learn online tools needed to teach. Even teachers with remote teaching experience found it unrewarding. In-class teaching allows me to assess the students by observation. In remote teaching, I don’t even know who was there, let alone what they were learning. Try asking chorus, band and art teachers how it went.
Parents’ stress load rose dramatically. It turns out most kids had no effective parental oversight; indeed, parents rarely checked their kids’ grades via online access, but hammered us when the report cards showed up.
Remote teaching is a failure, and our kids have been robbed. Yet we continue to feed defeat by keeping schools closed. I blame county and state politicians who care more about following political guidance than they do about student learning.
What good are our elected school board officials when they don’t fight on our behalf?