I have had a hard time locating actual classroom observations of hybrid teaching and learning. I did find that The New York Times sent journalists to visit seven different urban and rural districts that provided some evidence of what occurs in schools during the pandemic.
Doug Green emailed me that he had visited a small district near where he lives. I asked him to send me the results of his observations. Dr. Doug Green is a former teacher and principal in upstate New York. He blogs at https://DrDougGreen.Com
Since March of 2020, I have read countless articles about remote schooling. I have yet to see a convincing study on the relative quality of remote and in-person schooling, but I have seen many authors make unequivocal statements in favor of the in-person model. Whenever I see people stating hypotheses as facts I try to come up with reasons why they might be wrong, so here are the problems I find with the general consensus.
As part of my post-retirement professional life, I am the independent observer for a local school district. There I get to observe 120 teachers from K to12 thanks to the fact that our government doesn’t trust our principals to fairly evaluate their teachers. This allows me to base my oppositional views on empirical observations rather than “common sense.”
Myth #1. Zoom classes are clearly inferior.
From what I’ve read and seen, many if not most schools are using the “hybrid” model where kids spend every other day in school and at home attending the same class via Zoom or some other software option. This means that as a teacher, you have some students in your room widely spaced and some in boxes on your computer screen listening to what you say and seeing what you share on your screen.
All students hear and see the same instructional content regardless of where they are. All students get to ask questions and answer questions the teacher poses. The students in the room face a somewhat dystopian version of what classes use to look like while the “Zoomers” have “all the comforts of home.” Keep in mind that all homes are not created equal. Some students have their own “home office” while others have crowded conditions, responsibilities for caring for siblings, and poor or no reliable Internet access.
The hybrid model may be a downgrade for some, but it is likely an upgrade for others. It depends on each student’s learning style and home environment. To the extent higher-performing students can work at their own pace it could be better. This depends to a large extent on the ability of their parents to set up an environment conducive to learning and arranging age-appropriate supervision, and the teacher’s ability to differentiate.
Myth #2. It’s important that students go to school for social reasons.
From what I’ve seen, in-person schooling isn’t very social. Since some students have opted for full-time remote learning, in-school classes have less than half a class at a time. In my experience, eight students is a big class. The in-school students are distanced from each other and wearing masks. I have yet to see student to student interaction in classrooms. Between classes, they walk in the right lane down hallways at least six feet apart. For lunch, they eat at a distance from each other.
If this sounds like social life to you, you have my sympathy. Students go to the trouble and risk of getting to school somehow, getting up earlier, and slogging around a school environment that isn’t chuck full of fun social interactions. Students at home are free to use apps like FaceTime to have real social interaction with their peers. They can also get up later and walk about their home rather than being stuck in their sanitized seats.
Myth #3. There are no other advantages to hybrid schooling.
As a former elementary principal who had 535 students (90% poverty, 25% refugee) and no assistant, I spent more than half of my time on many days dealing with discipline. My school featured crowded classrooms and students who escaped from New York City where their parents could no longer afford to live. Most of my students were from one-parent families and suffered a lot of stress at home.
Fast forward to classrooms with less than half as many students sitting as far apart as possible and wearing facemasks. If you don’t think that this environment takes the discipline load on the principal down to near zero, you probably haven’t walked in my shoes. One of the biggest impediments to learning is caused by students disrupting classes. If you could make this go away learning overall would become more effective.
It’s popular to say that hybrid learning is negatively impacting poor students who generally attend schools with lots of discipline issues. Is it possible that some of these same poor kids who make a serious effort to learn under current circumstances aren’t the big winners? Also, while there may be stresses at home there probably aren’t many bullies.
I’m sure there are people in the trenches with different views. I look forward to hearing from you.