Reply to Teachers: Has Distance Learning Changed your View of your School?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]There are a few bitter sounding teachers on this thread.  Especially for the younger kids, the only way they are getting any school-specific learning (or maintain their relationship with the school/teacher) is with the buy in and effort of the parents, so dealing with parents (which includes helping them work through the tech solutions and getting them to "buy in") is now part of your job. It's disappointing to hear that so many are so put off by a parent trying to help their kid access remote learning. [/quote]

Yeah, seriously.

Or trying to form a relationship with you, by sending emails or trying to talk to you in general. [/quote]

[b]I don't want a relationship with you or to have general conversations with you. We are not friends and I am not part of your family, my job is to teach your child and prepare them for the next grade. Your job is to take care of them, love them and make sure they are prepared to learn[/b].[/quote]

Nope.  Like it or not, you and the parents are co-teachers now.  And you know what, getting to know your co-teacher is necessary.  No, I'm not suggesting you need to engage in long conversations unrelated to the teaching of the child, but you probably should engage in friendly communications designed to improve your working relationship with your co-teacher.  Your ability to teach a child directly relates to your ability to create a learning family.[/quote]
Not the previous poster but that’s a joke. When will the parents start pitching in then? I’d love someone to split grading, planning lessons, and creating materials. When does that part of our “co-teaching” relationship begin? 
Parents think they’re teachers now but they are doing about 1% of what a teacher does. [/quote]

When you don't teach the material, or effectively teach the material, and ask kids to complete work based on said material, then we in fact do have to teach it. When you record a 15 minute unit on subtracting fractions as the day's (or week's) lesson shockingly the kids aren't always understanding it. Which would be ok, if we knew the material, but often times these days, we don't. So we have to research, look for resources, and learn the material before teaching our kids. Also while doing our own jobs. So yes, there is a co teaching relationship happening whether or not you are aware of it. [/quote]
Maybe you should reach out to your child’s teacher if they don’t understand the material. 
Unless you’re creating the curriculum and the videos and interactive worksheets, contacting every parent in the class and making sure not just your child but ALL the students understand, writing IEPs and attending meetings, doing paperwork, and planning for every subject, though, no, you aren’t working as hard as the teacher. 
A 15 minute lesson is appropriate. Elementary and middle school students don’t sit through long lectures at school either. We do mini lessons (15 minutes is about average) with introductions, objective setting, and demonstration of the target skill. Then  the kids try a quick activity in groups (I usually use pairs). We go over that all together and the kids try the skill independently while I circulate and support. Everyone works on the same skill but on three different levels. You can’t expect that in distance learning young kids will magically become college students who can listen to a two hour lecture while taking notes. [/quote]

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