During my student teaching experience, I have had to learn to navigate many obstacles in my teaching due to COVID-19. As a result, I have learned a lot, discovered new tools, integrated technology into art more than ever, and practiced being adaptable and flexible. Both my students and I navigated a whole array of technological and social/emotional challenges as a result of the pandemic, and it was not always the easiest. However, each day we all worked together to make the most of the situation. Looking back on the past four months, I recognize how difficult it was, but I am so grateful for the unique situation I was able to teach in. Although there are things I will now have to learn and do for the first time post-pandemic, COVID-19 has allowed me to learn and practice things in my teaching I would have never thought of, and ultimately I believe will benefit me in the future.
My student teaching experience started out with my first placement at McAuliffe International School, a International Baccalaureate Middle School within the Denver Public Schools district. My first week there was entirely remote, and although I was not lead or co-teaching much that first week, just observing and sitting in front of the computer all day for a week straight made me so appreciative and proud of all of the teachers and students who have worked harder than ever this year to make the most out of the situation. By my second week at McAuliffe, the school was operating under a hybrid system. Typically, we would have around 15-20 students in person in a class, and another 10-15 online on Zoom. This unique model taught me a lot. First of all, I was forced to find my teacher-voice and learn to project right away due to wearing a thick KN95 mask and face shield, having to stay in the front of the room so I could be in front of the computer for the online kids, and having students sitting way in the back due to social distancing. I am generally a quiet person, but I had to get over that real quick! I also learned how to be attentive to students both online in Zoom, and students in person simultaneously. I worked out ways I could include online students into class discussions, and tried my best to spread my attention among all students. I also learned the value of using technology as a way of documenting student work, and making sure students are all on the same page. We used a platform called Desmos, which essentially allowed us to control which slides show up on each students’ computers in person, and remote. We were also able to monitor engagement through that and see who was logged in and following along in class. We also utilized Google Slides as digital art portfolios. Each student had a slide deck that they uploaded their in process and final works to, which made it so much easier to review their work and leave feedback. This is a tool I definitely would consider using in the future in a post-covid world.
At my second placement at Westerly Creek Elementary, the school was also operating under a hybrid system. As part of the system, all specials remained fully remote. My daily schedule looked like this. From 11:45am-12:15pm we taught adaptive specials via Zoom to two in person classrooms with the students in the autism program. This meant adaptive P.E, music, art and drama all within a 30 minute remote call. Then, from 1pm-3pm my mentor teacher, another art teacher and I taught 3rd grade math, science and social studies to a group of students who were fully remote. The school did not want normal homeroom teachers to have to balance the in person students and online students simultaneously, so they asked the special teachers, who were already remote, to teach a preset curriculum to the students who opted for fully remote. Finally, everyday from 3:00pm-3:30pm and 3:30pm-4:00pm, we taught two art classes to one grade level per week. This was after all the students would have arrived home after school, and because a whole grade was split into two 30 minute sessions, sometimes there would be up to sixty students in a Zoom call. This placement definitely made me get creative with technology. I implemented tools such as Padlet, Flipgrid, Pixton, Google Slides and Seesaw to make lessons more engaging and monitor engagement. I also had to learn to be very concise and clear in my instructions as we only had 30 minute classes! With so many students in a call at once, and seeing a different grade level each week, it was very difficult to get to know the students. However, I used feedback tools on Seesaw to interact with students, and implemented lessons that allowed students to reflect and share about themselves.
Throughout both of these placements, one of the biggest takeaways, challenges and saving graces was technology! While it was difficult to implement flawlessly and equitably, I believe that this last year will cause making technology accessible and equitable will be a priority moving forward. I also believe that this year has shown the importance of empathy. Both teachers and students found themselves in difficult situations this year, and many have felt physical and mental effects as a result. It caused us all to take a step back and realize what matters most. More than ever, I noticed others and myself prioritizing students’ well-being above all else. You never know what someone is going through, and the amount of work everyone has put into the past year to make the most of everything is outstanding. I truly am so proud and amazed by all of my students and their commitment and motivation throughout it all.
This year has taught me so much, and my student teaching experience has left me with many new takeaways and perspectives. Moving forward the things I want to remember, hold onto, and implement in the future are:
Though this past year has been difficult, crazy, messy and not ideal, I am so grateful for what I learned throughout it. COVID-19 highlighted many of the strengths and weaknesses of education and forced us to adapt. I truly believe that education will only become stronger, more responsive and more beneficial moving forward as a result.
My student teaching experience started out with my first placement at McAuliffe International School, a International Baccalaureate Middle School within the Denver Public Schools district. My first week there was entirely remote, and although I was not lead or co-teaching much that first week, just observing and sitting in front of the computer all day for a week straight made me so appreciative and proud of all of the teachers and students who have worked harder than ever this year to make the most out of the situation. By my second week at McAuliffe, the school was operating under a hybrid system. Typically, we would have around 15-20 students in person in a class, and another 10-15 online on Zoom. This unique model taught me a lot. First of all, I was forced to find my teacher-voice and learn to project right away due to wearing a thick KN95 mask and face shield, having to stay in the front of the room so I could be in front of the computer for the online kids, and having students sitting way in the back due to social distancing. I am generally a quiet person, but I had to get over that real quick! I also learned how to be attentive to students both online in Zoom, and students in person simultaneously. I worked out ways I could include online students into class discussions, and tried my best to spread my attention among all students. I also learned the value of using technology as a way of documenting student work, and making sure students are all on the same page. We used a platform called Desmos, which essentially allowed us to control which slides show up on each students’ computers in person, and remote. We were also able to monitor engagement through that and see who was logged in and following along in class. We also utilized Google Slides as digital art portfolios. Each student had a slide deck that they uploaded their in process and final works to, which made it so much easier to review their work and leave feedback. This is a tool I definitely would consider using in the future in a post-covid world.
At my second placement at Westerly Creek Elementary, the school was also operating under a hybrid system. As part of the system, all specials remained fully remote. My daily schedule looked like this. From 11:45am-12:15pm we taught adaptive specials via Zoom to two in person classrooms with the students in the autism program. This meant adaptive P.E, music, art and drama all within a 30 minute remote call. Then, from 1pm-3pm my mentor teacher, another art teacher and I taught 3rd grade math, science and social studies to a group of students who were fully remote. The school did not want normal homeroom teachers to have to balance the in person students and online students simultaneously, so they asked the special teachers, who were already remote, to teach a preset curriculum to the students who opted for fully remote. Finally, everyday from 3:00pm-3:30pm and 3:30pm-4:00pm, we taught two art classes to one grade level per week. This was after all the students would have arrived home after school, and because a whole grade was split into two 30 minute sessions, sometimes there would be up to sixty students in a Zoom call. This placement definitely made me get creative with technology. I implemented tools such as Padlet, Flipgrid, Pixton, Google Slides and Seesaw to make lessons more engaging and monitor engagement. I also had to learn to be very concise and clear in my instructions as we only had 30 minute classes! With so many students in a call at once, and seeing a different grade level each week, it was very difficult to get to know the students. However, I used feedback tools on Seesaw to interact with students, and implemented lessons that allowed students to reflect and share about themselves.
Throughout both of these placements, one of the biggest takeaways, challenges and saving graces was technology! While it was difficult to implement flawlessly and equitably, I believe that this last year will cause making technology accessible and equitable will be a priority moving forward. I also believe that this year has shown the importance of empathy. Both teachers and students found themselves in difficult situations this year, and many have felt physical and mental effects as a result. It caused us all to take a step back and realize what matters most. More than ever, I noticed others and myself prioritizing students’ well-being above all else. You never know what someone is going through, and the amount of work everyone has put into the past year to make the most of everything is outstanding. I truly am so proud and amazed by all of my students and their commitment and motivation throughout it all.
This year has taught me so much, and my student teaching experience has left me with many new takeaways and perspectives. Moving forward the things I want to remember, hold onto, and implement in the future are:
- Art is never canceled. No matter what happens, art is adaptable and resilient and will find ways to survive. It is a coping mechanism, a communication device, and a way of spreading positivity. It is more important than ever in times of difficulty.
- Technology is the future! Even in art class, there are so many ways we can implement technology to best prepare students for a future in the 21st century.
- Online portfolios will make things so much easier! All of a student's work, both in progress and final can be in one place, pulled up from any location, and viewable by students, teachers and families. It also allows teachers to leave feedback students can see from wherever they are.
- Students’ wellbeing always comes first. Yes I want students to learn, and yes I think it is important that my lessons get taught and students are achieving on grade level. However, you never know what someone is going through. It is important to have relationships with students, provide a safe space, as well as be able to read the room to assess what is needed.
Though this past year has been difficult, crazy, messy and not ideal, I am so grateful for what I learned throughout it. COVID-19 highlighted many of the strengths and weaknesses of education and forced us to adapt. I truly believe that education will only become stronger, more responsive and more beneficial moving forward as a result.