(Distance) teaching in times of Corona

In just one weekend in March, teaching has changed radically . Fundamentally, learning takes place in and through relationships. What does it mean when a secondary school teacher is forced to cultivate and maintain this learning relationship via telephone or video conferencing?

What usually ends in the classroom with a glance or a short answer to an open question became a test of strength for everyone: pupils had to call the teacher with a lot of self-discipline and wait until the teacher had time. They couldn't just point to a task and ask: «You, how do I do that?», but had to explain exactly what they wanted to know. And I had to explain without being able to show - and all within three minutes, which is how long a telephone call between pupil and teacher usually took. A challenge for both sides.

I have written down below what it means for me as a teacher to teach remotely.

«In distance learning, I often felt more like an accountant than a teacher.»

At half past five in the morning, I open my PC at home and log into my email programme and Teams. Late last night, my colleagues prepared the daily plans for the pupils for today. I can now add my content for the day. The differences to face-to-face teaching start with the preparation. While I normally write down the assignments in note form, prepare myself mentally for the lesson, get my documents ready and write down the objectives and a short procedure on the board, this is completely different in distance learning.

A product from a student arrived in the inbox at 11 pm

The same thoughts are required, except that the assignment must be recorded or written down and formulated as completely as possible. In the classroom, students can ask questions immediately, which is a major obstacle for them in distance learning. The evening before, I saw that three students were still missing the required products from Monday and one student was ill. I find another product in my inbox; it arrived at 11 p.m. the night before, so much for the young people's online time.

So I check the product and write feedback on Teams, explaining what still needs to be improved. An activity that I can usually do in the classroom before handing it in or even during the creation process and which now takes me ten minutes. Written feedback that is understood by the learner as accurately as possible in the way I envisage takes time - questions and misunderstandings would take even more time. I upload the solutions and resources to Teams and write some starting tips for the classes in the class chats. I'm ready at 7.30 am.

A telephone call between pupil and teacher usually lasted three minutes. A challenge for both.

I say good morning to my children and point out to them that the red pencil case is hanging on the door. This is to show them that I'm at work and that they mustn't disturb me. We start at 8 o'clock. Questions after questions, phone calls, video chats, conferences, a short toilet break and then video checks on French assignments.

What did my pupils understand and what didn't they understand? Where do I need to explain in more detail? Where do they need more support and tips? Time is racing; it's already 12.15 pm. Officially, the pupils only have lessons until 11.30 am.

It continues at 1 pm. It slowly quietens down around 4 p.m. Here too, the young people's «lesson time» would be limited to the hours between 1.30 p.m. and 3.30 p.m., but they also want to do well and finish their assignments. Finally, I write the students feedback on their work and prepare for the next day. I finish my working day at 9 pm.

My job has changed a lot emotionally since the start of the coronavirus crisis. My core task as a teacher is to create a learning relationship - in distance learning, I often felt more like an accountant. Who submitted the assignment and how was it done? How many different open assignments do I have in class Z? I would much rather dwell on the following thoughts: Pupil X did a great job today and made a cheerful impression. Apparently the arguments between the girls have calmed down.

The focus is on skills that the children would otherwise hardly have acquired in this short time.

At this point in time, it seems premature for me to draw a final conclusion from the distance learning period. Nevertheless, one thing is certain for me: not only I, but also the students missed the targeted exchange. I miss the learning relationships in distance learning. As a teacher, I have realised how I can positively influence learning with non-verbal signals. In this phase, the focus has now shifted to other skills that the children would otherwise hardly have acquired in this short time. I'm thinking of digital skills, but also skills in the area of self-organisation. That's where I got to know them even better.

There is still a need for investment in the digital transformation

Unfortunately, certain subjects such as foreign languages are given far too little attention in distance learning. Contact with the language, which is so important for learning it, is reduced to very short and one-sided sequences.
However, the distance learning phase has also shown that digital tools can be a pedagogical means of individualising certain content. The structure of the school helps to maximise equal opportunities. Not only the technical barriers, but also the environment (e.g. smaller siblings, limited space in the home) have an influence on how well someone can follow distance learning.

I hope that this phase will have a positive effect on the school in the long term. It was clearly shown where the digital transformation still requires investment, both in terms of technical requirements and teaching materials as well as in the training and further education of teachers.

There is still a lot to do.

Samuel Zingg ist Lehrperson an der Sekundarstufe I in Buchholz GL und Mitglied der Geschäftsleitung des LCH. Der Vater einer siebenjährigenTochter und eines fünfjahrigen Sohnes wohnt in Mollis GL.
Samuel Zingg is a teacher at secondary level I in Buchholz GL and a member of the LCH Executive Board. The father of a seven-year-old daughter and a five-year-old son lives in Mollis GL.

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