Navigating the Challenges of In-Person Teaching: 7 Losses This Year

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As a dedicated elementary educator with over a decade of experience, I have taught a diverse range of children, from toddlers to preteens. Throughout my career, I’ve supported students and families facing ADHD, autism, and anxiety, while also working to connect them with essential community resources. I’ve persevered through personal challenges, including my own pregnancies and family difficulties, and prepared my students for lockdowns, even when the reality of those situations was uncertain. Like many teachers nationwide, I left for spring break in March 2020 and didn’t return to my classroom that academic year. Since August, I’ve been teaching in a fully in-person setting, which spared me the complexities of hybrid learning. However, the burnout I feel this year is unprecedented. Here are seven significant losses educators, and students alike, have faced during the pandemic.

1. Time

To ensure a smooth arrival process, students now enter the classroom 30 minutes earlier than before, and an additional 15 minutes is required for parent pick-up at the end of the day. This translates to a daily loss of 45 minutes of planning time. With numerous teachers quarantining and no available substitutes, I often keep students in the classroom during specials like PE and Music, further diminishing our precious planning periods. The cumulative effect has resulted in a substantial reduction of nearly a quarter of my planning time.

2. Presence of Mind

Managing the myriad outcomes of COVID-19 feels like living in multiple realities simultaneously. I’ve developed “plug and play” emergency sub plans to cover two weeks in case of quarantine, but my students don’t have the same luxury. I’ve created individual plans for students who must quarantine and update our Google Classroom regularly. The constant need to think ahead about potential future scenarios makes it difficult to remain present and fully engaged.

3. Consistency

The option for online learning has led to a slow influx of new students throughout the year. I’ve seen my class size grow from 16 to 26 kids, requiring constant adjustments to our classroom community and academic plans. Furthermore, the unpredictability of quarantines has disrupted any semblance of routine and normalcy in our classrooms.

4. Work/Home Separation

The workload has increased significantly, with the expectation to “teach from home” through platforms like Google Classroom. The concept of a “sick day” has been redefined; when I was diagnosed with COVID, my class was quarantined, and I was expected to resume teaching remotely the next day. Even though I wasn’t fully recovered, the pressure to continue teaching loomed over me.

5. Community and Collaboration

COVID-19 precautions have isolated us, making collaboration between teachers and students nearly impossible. Restrictions on materials sharing and physical proximity have disrupted our collaborative spirit. Changes to the school schedule have eliminated opportunities for colleagues to connect, leading to feelings of isolation and a lack of support when dealing with challenging behaviors.

6. Financial Strain

Despite an increase in workload, my paycheck has decreased by about $200 monthly due to budget cuts caused by the pandemic. Working in a low-income district means no raises this year, and our annual stipend for professional development has been suspended. My classroom budget was slashed in half, and the limited funds I did receive were quickly spent on necessary supplies like mask lanyards.

7. Faith in Humanity

In March 2020, teachers were celebrated as heroes, but by August, that sentiment had shifted. When educators voiced concerns about safety in small, poorly ventilated classrooms, we were labeled as lazy. Criticism of our teaching methods became rampant on social media, leading to an overwhelming sense of pressure and scrutiny that ultimately affects the students who rely on us.

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