The school is dead, long live the school!

We have been told many times that distance education, which we suddenly encountered, is a challenge. Great word, but what's inside this call? Our blogger, a teacher of Russian language and literature, Rimma Rappoport, talks about the difficulties and possibilities of the current situation.

The school went online, the classroom lesson system (finally) was out of the game. Parents groaned, students groaned, teachers there too. Will we cope with distance learning? After a week of new life, making global conclusions is early and futile. However, after the training webinars for teachers, reading various articles on the topic, posts of colleagues and parents, feedback from students, I accumulated several intermediate observations.

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Do I need online lessons?

Teachers shared on those who send materials, and then check the exercises, and those who go into zooms, skype and other discords. I chose to conduct online lessons, firstly, because I miss children and want to see them at least somehow, and secondly, because in difficult times (here we have a pandemic and a new format of instruction) for schoolchildren it is important to see a person at that end of school.

For the system, this is not just a difficult period, but a real emergency. Under the circumstances, the presence of a living teacher is supported.
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Children who find themselves 24/7 locked in an apartment should not be offered a mode of educational isolation

My solution also has methodological grounds. In literature, a dialogue is obligatory in which everyone wins. Pupils receive a guide through the text in the person of a teacher, and a teacher who reads the same program piece for the fiftieth time, thanks to the dialogue, he opens up for himself a new place where, it would seem, there is nothing to discover.
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But in Russian, we have not had a single special zoom conference yet. Enough explanations of the theory, practical tasks and the ability to ask a question if necessary. Only the theory is better to give in different formats, from a habit it is difficult to perceive without outside help. I sent an article to the class with “Literacy.ru” and shot a video of my presentation for those who find the article complicated.

By the way, an explanatory video is a good way to appear, to remind you that the teacher is nearby, and at the same time not to waste energy on an online lesson.

What opened up the brave new world of online lessons in the face of shrinking hours?
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SanPiNs are not asleep, so my ninth-graders no longer have 6 hours of Russian and literature a week. We are allocated 3 times for 30 minutes. You have to choose what of the usual educational process is really worth meeting in real time. All husks are eliminated.

What will remain of the lesson if you remove the got up-sat-jokes-discipline and written exercises? For the sake of individual written assignments, collecting 25 people online is stupid. Honestly, in pairs and groups they can also cope on their own by creating convenient chat rooms on VKontakte. “Live” lessons turn into an “event”. And we had an amazing chance to do a reappraisal of values, to see what really requires us to be an event - to stay together, to intersect the teacher and class in time and space.
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Distant has already shown: online is needed for motivation and heuristic conversation. For everything else there are tasks

Issues arising in the course of their implementation can be discussed in any messenger individually. Finally, advanced students do not need to wait until the teacher in the second and third circles explains the material to everyone. It is much more logical to explain to those who need it upon request.
What should you start with when preparing an online lesson?

So, for the online meeting, the children watched an explanatory video, did some assignment. You won’t tell the theory to them anymore, it makes no sense to spend time on surveys for evaluations, because there are Google forms and dozens of platforms for creating tests and verification ones. It is reasonable to build tasks in such a way that they build on them. Then, online, students present their results, analyze them.

Last week, I built one of the lessons, based on the questions invented by the students for the studied work. True, it took me three years to learn how to ask problematic questions, on which the lesson is easily built. Going from those you learn is difficult and partly risky. But the result is worth it.
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In general, the era of the inverted class has come. Everything strictly frontal and individual has remained in the classroom past class. The distant dictates new rules: we gather only for the sake of emotional charge, problematization and analysis.

Is the hierarchy at stake?

To begin with, the sad news: teachers who have good and rather democratic relations with their children will be lucky. No one will get up to greet the adult who has entered the office. A tough hierarchy, unlike strong mutual respect, collapses online.

When even the most formidable teacher does not hang over you with the inquisitorial set of screaming, manipulations and twos, but turns into a tiny window, fear decreases. The temptation to turn off the sound increases. You can still not turn on the video and microphone at home and do anything during the lesson.