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ERIC Number: EJ1462931
Record Type: Journal
Publication Date: 2022
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2836-8339
Available Date: 0000-00-00
Teaching Remotely
Eloisa Darcy
New England College Journal of Applied Educational Research, v2 n1 p1-8 2022
For the last 2 years, throughout the world, we have been dealing with the COVID-19 pandemic. Every aspect of our lives has been affected, and teachers have been asked to help maintain a semblance of normality for our students and their families. Last year was the most difficult year of my professional life, and I was not alone in that experience. In this article, I share some of my experiences and thoughts through this process. I am a reading specialist, and, before that, I was a kindergarten teacher. During the pandemic, I was asked to teach Grade 2 students online. I was nervous about the sudden change to a new grade level and a new job description because I care about being a good teacher, a good teammate, and a professional educator. I wanted my new students to get the education they deserved, so I set out to learn the curriculum and the technology needed to become an effective online Grade 2 teacher. Teachers all around the world were asked to change, almost overnight, what and how they teach; I survived, and my students survived. Unfortunately, along the way, many of us lost loved ones to the pandemic. My experiences gave me five lessons about the future: (a) Do not take what I have for granted, (b) Relationships are vital for students and teachers, (c) Flexibility is an important quality for teaching, (d) Be more prepared for the next emergency, and (e) Take care of myself. I hope this article gives you, the reader, hope for the future.
New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A