Future Planning Jemita

Buchanan

1. What do you see as some of the challenges moving forward that will have to be addressed upon
‘post-pandemic’ schooling?

The pandemic has had a significant negative impact on the education system and students in
many ways. One of the greatest challenges I have faced as an educator is that students have missed a
significant amount of in person learning. In my primary classroom this is significant particularly in the
area of collaboration and relationship building. Mary Burns speaks to the importance of collaboration,
“Promoting real collaboration is hard to do well—and it doesn’t just happen on its own. If we want real
collaboration, we need to intentionally design it as part of our learning activity” (Burns, 2016). Students
have had a substantial amount of time either out of their classroom and learning virtually. The
collaboration and relational skills have been, not surprisingly, hindered. Therefore, moving forward, as
educators not only do we need to be aware but we also need to educate ourselves on what is the best
strategy to strengthen these skills. In her article Burns points out, “In collaborative activities, we want to
ensure that students don’t just occupy the same physical space but that they share an intellectual space
—that they learn more, do more, and experience more together than they would alone” (Burns, 2016).
Choosing activities to promote this skill that are relevant, authentic and purposeful will help ensure our
students growth and success in this area. Mary reiterates, “we can promote real collaboration by
shifting our role from instructor to coach—promoting team autonomy, checking in on students and
providing instant feedback, and helping them increasingly learn to work together productively to attain a
common goal” (Burns, 2016). Knowing that my students have had less in person interaction and some
have experienced stressful and potentially traumatic situations at home, it is vital that I incorporate
positive and safe collaborative and relationship building structures and activities into my classroom as
these skills are essential in most areas of life, beyond just the scope of education.

2. What have you taken from this course that will assist you in addressing the challenges you have
identified? Be solution oriented.

Pre or post pandemic, as an educator it is essential that I understand that my students are unique and
they learn in different ways and therefore my teaching styles, methods and strategies also need to be
diverse. Recognizing that I need to create an authentic classroom and implementing the strategies that
align with the principles of learning will help me maneuver the challenges created by the pandemic. I
think the most essential thing is to continue to be flexible and fluid. Understanding that, “the authentic-
based learning classroom is one of fluidity. There is constant change and adaptation to new methods of
content discovery, different ways of demonstrating understanding, and, of course, new problems to
solve” (Anderson etc., 2016). My students have varying pandemic experiences coming into my
classroom and my ability to be flexible will ensure each of my students have success within my
classroom. I love the way Anderson and Farnsworth speak to what is important in our classrooms, “the
focus is on the authenticity of the tasks, the authenticity of the learning, what new knowledge students
can create and what problems they can solve” (Anderson etc., 2016). I believe that as long as I keep my
focus on knowing my students and teaching to their individual needs, adjusting my teaching strategies
accordingly, they will thrive. I believe creating a safe space that allows my students to feel that they
 Future Planning Jemita
Buchanan

belong, that their voices are heard and that as unique members of our classroom, they are valued, they
will flourish.
One of the greatest struggles I had as an educator with “at home learning” was the inequity
piece. I had many students who did not have the basic necessities such as paper and pen, much less the
availability of technology devices or even internet. I work at a school in a low socio economic area and
the disparity was alarmingly obvious. Going forward I am hopeful that if we were to go into a pandemic
home learning situation again there would be a plan in place to ensure that all students get materials
and technology they need to be successful.

3. Describe a specific principle of learning you feel will be useful to focus on in addressing some of the
challenges the pandemic has brought on. How will you use this principle of learning to further support
learning in your environment? Provide an example.

Principle of Learning 3 states that, “learning is enhanced when it takes place in a social and
collaborative environment”. The pandemic has been extremely challenging in meeting this
responsibility. Students were limited in opportunities to talk, without the hindrance of a mask. Group
and collaborative activities within the classroom were highly discouraged if not completely banned
altogether and diverse social interactions with peers and adults were not allowed. Moving forward I
hope to foster a community of learners in which collaboration and relationship are a priority. Taylor
speaks to the importance of classroom community, “we need to draw kids into the school community
and enhance their feeling of connectedness to their peers and the adult educators with whom they
interact” (Taylor, 2018). In his book, Rutherford speaks to collaborative spaces, “a classroom with a truly
enriched social environment, seeks to motivate students through the inherent value in learning, the fun
of working together, and the positive energy that flows from being a part of a high performing team”
(Rutherford, 114). In my classroom all space are designed for students to work together, although the
ability to work independently also exists. I believe in order for my students to be successful in my
classroom they must learn in an environment that allows for creativity, collaboration and most
importantly one that is welcoming and safe. In Sustaining Curiosity: Reggio-Emilia inspired Learning we
learn that, “all children are viewed as competent, curious and active within a system where learning is a
collaborative effort and the child engages with peers, teachers, family, and community members” (P. p.
6, Senent et al., 2021).
The value of collaborative learning cannot be underestimated. Being a primary teacher, my
challenge in this area may look different. Students may come in with little to no interaction with others
outside of their households, some may come from homes where fear of the pandemic has made them
cautious and timid with others, some may struggle with communication and working with others. My
goal in my classroom has always been to create a space that is welcoming and safe for all learners, a
community and family of learners. Knowing my students individually and understanding their culture
will be key to their success in my classroom. Recognizing the diversity of situations and experiences and
being patient and intentional with setting the standard of respect and kindness in my classroom. The
statement Senent and al., make aligns with my thoughts perfectly, “The classroom is not for molding
children to a predetermined standard, but rather an ongoing relational experience between children,
teachers, families, and the environment… inclusion is integral to environmental arrangements guided by
attentive teachers and adults, and in collaboration with the children themselves” (p. 8, Senent et al.,
2021).
I am so excited for the possibilities and opportunities moving forward. The past two years have
been a challenge I never thought I would face in my teaching career. This is new territory for me but the
constant has always been and will always be to put my students first. The very first principle of learning
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affirms, “learners are the central players in the environment and therefore activities centre on their
cognition and growth” (P. 6, Dumont.H, etc. 2010). Student focused and driven teaching will always be
the answer regardless of what word issues we are facing. Know who you are teaching, know why you
are teaching what and don’t forget the impact you have on the little hearts and lives in your care.

References

Anderson, Steven and Farnsworth, Shaelynn. (December 2016). Creating an Authentic Classroom.
McGraw Hill. DOI: https://medium.com/inspired-ideas-prek-12/creating-an-authentic-classroom-
bd3e7e5f35a0

Burns, Mary. November 2016. 5 Strategies to Deepen Student Collaboration. Use these five best
practices to help your students build a valuable 21st-century skill. Edutopia. DOI:
https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns

Dumont, H., Istance, D., Benavides, F., Centre for Educational Research and Innovation., & Organisation
for Economic Co-operation and Development. (2010). Nature of learning: Using research to inspire
practice. Paris: Organisation for Economic Co-operation and Development.

Isabela Garcia Senent, Kendra Kelley & Mona M. Abo-Zena. (2021). Sustaining curiosity: Reggio-Emilia
inspired learning, Early Child Development and Care, 191:7-8, 1247-1258, DOI:
10.1080/03004430.2021.1900835

Rutherford, Mike. (2013). The Artisan Teacher: A Field Guide to Skillful Teaching. Rutherford Learning
Group, Inc.

Taylor, Scott. May 2018. Making Sure Students Feel Connected. Adolescents are dealing with an array
of mental health challenges and need supportive, nurturing school environments. Edutopia. DOI:
https://www.edutopia.org/article/making-sure-students-feel-connected