By Stephanie McGraw
Like many people, I cycled through the stages of grief repeatedly as I adjusted to sheltering in place; sometimes I experienced denial, shock, anger, and sadness all in one day. I felt overwhelmed as I began navigating teaching my students remotely. How would I keep my students engaged via zoom lessons? Would students come to my virtual office hours? How would I help students who were struggling?
In true Athenian fashion, my students helped me answer these questions as we traversed through our new reality of distance learning. Through honest conversations (and many exit-ticket reflections), I slowly learned how to teach remotely. As the weeks progressed, I realized that the way I taught in the classroom, which favors extroverted students who process verbally, isn’t the best way to reach all students. With the asynchronous modules my students worked on outside of class, I suddenly saw my introverted students in a new light; while they might not necessarily participate in an in-person class, they were the stars of our online discussions. And since more of my student work was conducted in writing than in the past, I realized that these quieter students were engaging with my class on a much deeper level than I had realized. With distance learning, I was able to truly *see* these students in ways I hadn’t before, which has made me re-imagine how I’ll teach once we’re back in the classroom.
Some parts of my curriculum, however, seemed impossible to adapt to online learning. Three students in my Women’s Literature course, for example, were supposed to do a service-learning project with the Homeless Prenatal Program (HPP) in SF for their honors project. But HPP closed due to the shelter in place order, so this project was no longer an option. Talking to my students, I tentatively suggested that they just read a book and write an additional paper for their honors project. What else could they do? Not surprisingly, my students rejected this option (though they also wanted to read the extra book—we’re now in a book club together, reading Chanel Miller’s Know My Name). Instead, they decided to still do community service (two volunteered at Monument Crisis Center, and one is going to lead writing workshops for children), and they wanted to raise awareness about the ways in which the Covid pandemic is disproportionately impacting women.
These three students taught me that they can still do amazing work remotely: they collaborated together online to conduct research and plan their project; they collectively created an educational video about Covid’s impact on women; and they partnered with the Berkeley Food and Housing Project’s women’s shelter so they could raise money to help women in need. Watching these students engage in this project, and learning, daily, from all of my students about how to best teach them remotely, has been the Covid silver lining I’ve been searching for.
To learn more about how Covid-19 has impacted women please Alekhya Maram, Catherine Knierim and Amanda Kang’s campaign page.