View allAll Photos Tagged remotelearning
The above photo is actually from the Chicago Teacher's Union Strike this past fall. One of our key issues was that we wanted a nurse and a social worker in every school every day. Now, during a pandemic, it is even more so the case.
In America, Trump has already been threatening public school districts saying if they don't go back full time they won't be funded, even in areas where there are extreme surges in cases and 20-30% of the population is testing positive. In Chicago, our positivity rate for Coronavirus is down to 4.2% which is remarkable but there are still around 1,000 new cases every day. A preliminary study from South Korea suggests kids 10 years old (5th grade) and up can spread the virus to adults similar to adults can spread it to other adults though they need to do more research with larger sample sizes:
wwwnc.cdc.gov/eid/article/26/10/20-1315_article
Still, at the very least, what we can learn from day cares that have managed to be safe during this pandemic is that we need to have social distancing or smaller number of students in each room, temperature checks, regular cleaning, and masks. Chicago Public Schools released their tentative plan recently and it is proposing 2 days on 2 days off sort of schedule but is "budget neutral" which means that they aren't planning on hiring staff to handle remote learning while teachers are teaching. They also are most likely expecting us to buy our own masks and cleaning supplies to clean up (which we are used to doing before the pandemic but some deeper cleaning would be nice) and kids to bring their own and the schools to figure out how they will afford regular temperature checks.
We also still don't have a nurse and a social worker in every school every day. But you know what we still have money for? You guessed it! Cops! We have money for cops to arrest kids in schools and not money for nurses or social workers or basic safety measures. This really shows where our priorities are.
I remotely attended a meeting of several parents, community members, and teachers of this school district last night who are meeting to try to vote their police out of schools. There has not been any movement by the mayor to cancel a $30 Million+ contract with the police just for placing them in schools, however. Meanwhile, there have been several complaints of the police being aggressive with kids and racially targeting kids who are not white. Again, when you would rather arrest kids than teach them, you are not changing the world in a better way but causing irreparable damage.
**All photos are copyrighted.**
Dave: Bruno, where's Daniel? He's supposed to be doing on-line school right now.
Bruno: Oh, he took a break, so I'm substituting for him.
Dave: Really?
Bruno: Yes, really. I've got the computer, headset, and porg desk companion. I'm doing a fabulous job.
Dave: Fabulous job of what?
Bruno: Substitute studenting. It's much like regular student but with none of the learning. And we all know how good I am at not learning things.
Dave: We are aware.
Bruno: Plus I get to keep telling this guy Steve that he's the imposter. It's really fun.
Dave: Does Steve appreciate that?
Bruno: Not as much as I do. It's virtual recess so we're playing among us. I figured that I'm the best at being among people so I could substitute for Daniel while he went to the bathroom.
Dave: You are very good at being among people. But, if you're pretending to be Daniel aren't you the imposter?
Bruno: Indeed, which is why my plan is perfectly ironic. Now, if you'll excuse me, I need to get back to calling Steve an imposter.
----------
Daniel has transitioned into doing grade 5 virtually because of COVID. He's being great about doing the online learning. It was Daniel's idea to get a photo of Bruno wearing his headphones at the computer. I thought it would an appropriate way to add the on-line school story to Bruno's photo project. Good thing the big guy is so accommodating and willing to work for cheerios.
Kids benefit from human interaction and in person learning for full days. There is no caring educator who would debate that. This pandemic has only exposed further inequities that exist in terms of internet access and access to technology.
However, at this point in time, Chicago Public Schools (CPS) has failed to commit to providing any funds or plans for cleaning, masks, temperature checks or staffing because we would rather spend our money on the police than have a nurse in every school apparently. It didn't make sense before the pandemic and it doesn't make sense right now.
What CPS has proposed is a "pod" system of 15 kids that rotate 2 days on and 2 days off with kids that have learning needs being offered a full 5 days. This sounds like a reasonable compromise if the buildings were cleaned and safety procedures were followed. However, CPS has failed to even answer some of the logistical questions for clinicians like myself.
Let me break it down real talk so that people can understand what the situation is. The vast majority of clinicians are "itinerant" which means we travel between schools and are in and out of classrooms all day. There are many schools that have just a handful of students who need services so it wouldn't work to be just at one school for the vast majority of us. When I had the most schools, I had 8. Because my workload (number of students I need to see) increased the last two years at 2 of my schools, I have just these two now and another clinician covers the other 6 schools.
So, let me break this down farther. I go to two schools and roughly 10 classrooms which means, in this current system, each day I would be exposed to 75 students (ages 3-14 at the moment) and 10 teachers plus teacher's aides and other staff members (clerks, food service, other clinicians). At my one school, the Physical Therapist is at 14 schools. The Speech Therapist is at 3 schools. The nurse is at 6 schools. The Psychologist is at 4 schools. The social worker is at 2 schools. I believe there is one school that both the psychologist and nurse are at so we will eliminate that as a unique school. That's still 28 novel schools that just the clinician team are traveling in and out of every day and then we have to get together as a team to see students and meet on their behalf.
Ok, are you following along? It's complicated. So, we're at 28 schools so far just from my one school. But, remember, these are unique schools. So, for the Physical Therapist who is going to schools no one else on the same clinician team goes to, every single clinician team at her other schools has other clinicians they work with who go into other schools. So, one Physical Therapist would likely be exposed to a huge chunk and vast majority of schools throughout the district in one week of services. What I am saying is that, under the current model, all it takes is for one itinerant clinician to become positive and not realize it and spread it throughout the schools in the district.
Let me also talk about art, music, gym, and library if the kids in that school are lucky enough to have those things instead of cops or their new fun name "School Resource Officers" (even though the only 'resource' they seem to be providing is increasing trauma and racial inequities). In a typical day, these teachers would enter 7 classrooms which would mean exposure to 75 kids under the current model and they would be going from class to class every day.
Let's get back to cleaning. You know how I said kids would be in their classrooms or "pod" all day? You remember that kids have to go to the bathroom, though, right? Boys, especially have to go to the bathroom ten times a day and they have to play in the bathroom because they are boys. (That is no joke). Well, in a situation where the bathrooms aren't cleaned several times throughout the day, you still have the possibility of hundreds of children depending on the size of the school sharing bathroom facilities. You may have the same problem with playground equipment if you allow recess. And, let's not forget that while we were so adamant about mask wearing, a bunch of white entitled parents were protesting without masks at the capital of Illinois in Springfield because they didn't think their child should have to wear one at school (because nothing says entitlement like "I don't care if my child inadvertently passes along a virus that kills his/her/their teachers and classmates")
I think I am done with this ramble but I wanted people to understand what we're facing as teachers in a school district that has been starved for resources and now we're expecting that same school district to exercise planning and safety measures it never has come close to.
I'll tell you another anecdote that's pretty fun. I was not allowed in either school building during the shelter at home in Chicago from mid March to mid June. When I went back to one of my schools to pick up items in June, there was only one thing that was stolen...it was the cleaning supplies I'd purchased out of my own money.
Signs representing students on the back of student chairs visible here and other signs not included in this frame but present as part of yesterday's City Hall protest read:
"Has Asthma"
"Facing Eviction"
"Got COVID Last Spring"
"No Health Insurance"
"Anxious About Getting COVID"
"Took CTA *our transportation system* this morning and was exposed to COVID"
"Student in Temporary Living Situation" (otherwise known as homeless)
"Lost a Family Member to Covid"
**All photos are copyrighted**
I've been overseeing my grandson's virtual third-grade sessions once or twice a week to give his mother a break and am impressed with the NYCDOE program's sophistication. Each of the kids was issued an iPad and has a strict daily schedule of Zoom class meetings, online educational video clips from Scholastic, and assignments, but this still requires adult oversight at home to keep the kids on track. These kids are incredibly tech-savvy, and it's a whole new world.
Here we decided to go outside for a virtual gym class. I am holding the iPad so he can see it, waiting for the class to begin. I took this photo with my iPhone balanced on top, which is why his feet are cut off. It was an exhausting day. One photo a day. (297/366) -- October 23, 2020
Locked Out by Kira Forget, ITC media student
Media Communication students the Institute of Technology at Syracuse Central High School worked this fall to tell stories about their lives during the pandemic using photography.
Students’ photographic stories expressed a range of subjects including: commentary on wearing masks, social distancing, remote learning, racism, mental health and what it’s like to be a teenager from Syracuse in today’s America.
This project was inspired by Bousquet Holstein’s 12th Annual Photography Contest and The Stand’s 2020 re-imagined Photo Walk — both which aimed to convey similar themes of our “new normal.”
Vandenberg Village, California, USA
A San Francisco State University senior remotely attends a nighttime civil engineering class from home during the 2020 COVID-19 pandemic.
INSPIRATION: A strong force that makes a person follow their passions, accomplish their goals and get past difficult times.
A remote learning student works on an assignment on the swing set at her home. Photo by Allison Shelley for EDUimages
A high school student takes a break from remote learning to pose for a portrait outside her home. Photo by Allison Shelley for EDUimages
A remote learning student practices guitar at home for his music class. Photo by Allison Shelley for EDUimages
A remote learning student works on an assignment on the swing set at her home. Photo by Allison Shelley for EDUimages
Samantha sits in her home watching TV lessons to supplement her radio lessons. Samantha, 17, is in Secondary 4 studying tourism. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
“Drawing is my source of power. During the most difficult times in my life, I always found peace in expressing myself through my drawings.” Zahraa, 15, is a Syrian girl from Hama city in West-Central Syria.
9 years ago, Zahraa and her family escaped the war in Syria and came to Kahramanmaras province in Turkey.
When they arrived, the family faced new challenges. They struggled to find their bearings in the new environment, a regular source of income, and a way for their children to continue their education.
© UNICEF/Baytore, 2021. All rights reserved. Licensed to the European Union under conditions.
A high school senior completes his classwork from his home porch. Photo by Allison Shelley for EDUimages
Igihozo Kevin, 11, studies at home due to coronavirus-related school closures, listening to his Primary 5 lessons on the radio every day.
On 15 March, the Government of Rwanda recommended that all schools to prevent the spread of Coronavirus. These closures have been extended to at least late April, with over 3 million of students now out of school and expected to learn at home.
Every lost day of learning can have detrimental impact on a child’s future. Rwanda’s students needed immediate solutions to help them learn from home.
“Radio is the most popular and accessible medium in Rwanda. As the national public broadcaster, Rwanda Broadcasting Agency’s radio stations reach almost 99 per cent of the population, including Radio Rwanda and five regional stations,” says Aldo Havugimana, Director of Radio with Rwanda Broadcasting Agency. “Given this expansive reach, radio lessons were identified as the most suitable immediate solution.”
As one of the Government’s key partners in education, UNICEF will continue to support remote learning materials for Rwanda’s students until schools reopen.
Rwanda, April 2020
Copyright: UNICEF/Kanobana
Learn more: www.globalpartnership.org/where-we-work/rwanda
Two friends study together at home as part of their school’s remote learning group. Photo by Allison Shelley for EDUimages
Umuhoza Dative, 11, studies at home due to coronavirus-related school closures, listening to her Primary 6 lessons on the radio every day.
On 15 March, the Government of Rwanda recommended that all schools to prevent the spread of Coronavirus. These closures have been extended to at least late April, with over 3 million of students now out of school and expected to learn at home.
Every lost day of learning can have detrimental impact on a child’s future. Rwanda’s students needed immediate solutions to help them learn from home.
“Radio is the most popular and accessible medium in Rwanda. As the national public broadcaster, Rwanda Broadcasting Agency’s radio stations reach almost 99 per cent of the population, including Radio Rwanda and five regional stations,” says Aldo Havugimana, Director of Radio with Rwanda Broadcasting Agency. “Given this expansive reach, radio lessons were identified as the most suitable immediate solution.”
As one of the Government’s key partners in education, UNICEF will continue to support remote learning materials for Rwanda’s students until schools reopen.
Rwanda, April 2020
Copyright: UNICEF/Kanobana
Learn more: www.globalpartnership.org/where-we-work/rwanda
Children like Kevin, 11, listen to radio lessons at home while their primary schools are closed to prevent the spread of COVID-19.
On 15 March, the Government of Rwanda recommended that all schools to prevent the spread of Coronavirus. These closures have been extended to at least late April, with over 3 million of students now out of school and expected to learn at home.
Every lost day of learning can have detrimental impact on a child’s future. Rwanda’s students needed immediate solutions to help them learn from home.
“Radio is the most popular and accessible medium in Rwanda. As the national public broadcaster, Rwanda Broadcasting Agency’s radio stations reach almost 99 per cent of the population, including Radio Rwanda and five regional stations,” says Aldo Havugimana, Director of Radio with Rwanda Broadcasting Agency. “Given this expansive reach, radio lessons were identified as the most suitable immediate solution.”
As one of the Government’s key partners in education, UNICEF will continue to support remote learning materials for Rwanda’s students until schools reopen.
Rwanda, April 2020
Copyright: UNICEF/Kanobana
Learn more: www.globalpartnership.org/where-we-work/rwanda
Two remote learning students collaborate on their schoolwork at home. Photo by Allison Shelley for EDUimages
The assistant principal and counselor from Middletown High School visit with a student and his mother outside the family’s home during the school day. Photo by Allison Shelley for EDUimages
A high school remote learning student completes his schoolwork online from his home. Photo by Allison Shelley for EDUimages
“It is a story full of circumstances, not a straightforward one,” says Zahraa’s mother Nadine. When she arrived to Turkey, Nadine was pregnant with her youngest daughter Katr Al-Nada.
She was born with a medical condition that needs regular medical support, which the family couldn’t afford.
Nadine turned to the Turkish Red Crescent centre, where she received support to cover her daughter’s medical needs.
The team also helped her enrol her other children in school and apply for the Conditional Cash Transfer for Education programme.
© UNICEF/Baytore, 2021. All rights reserved. Licensed to the European Union under conditions.
Art & Design Private Tutor Tailored projects to build professional portfolios 🌈🌈🌈🌈🌈🌈🌈🌈#colour #texture #pattern #proportion #composition #obsession #orange #freelancedesign #digitalportfolios #artclasses #artcourses #tutor www.susannakenworthy.com
Samantha sits in her home watching TV lessons to supplement her radio lessons. Samantha, 17, is in Secondary 4 studying tourism. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
A remote learning student practices guitar at home for his music class. Photo by Allison Shelley for EDUimages
Apocalyptic by Anthony Ponto, ITC media student
Media Communication students the Institute of Technology at Syracuse Central High School worked this fall to tell stories about their lives during the pandemic using photography.
Students’ photographic stories expressed a range of subjects including: commentary on wearing masks, social distancing, remote learning, racism, mental health and what it’s like to be a teenager from Syracuse in today’s America.
This project was inspired by Bousquet Holstein’s 12th Annual Photography Contest and The Stand’s 2020 re-imagined Photo Walk — both which aimed to convey similar themes of our “new normal.”
Samantha, 17, is in Secondary 4 studying tourism. Samantha also uses TV learning during COVID-19 school closures to keep up with visual lessons like science experiments. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
A high school remote learning student completes his schoolwork online from his home. Photo by Allison Shelley for EDUimages
UNICEF, together with the Turkish Red Crescent, is providing cash transfers to the families of over 680,000 refugee children in Turkey who regularly attend school under the ‘Conditional Cash Transfer for Education programme’ thanks to financial support from EU humanitarian aid.
“This programme really helped a lot,” says Zahraa’s father, Zuhair. “I will never force my daughter to stop going to school, even if I need to sell the house furniture. Having such financial support for families that do not have regular sources of income is really a positive reinforcement for us to keep our children in education.”
© UNICEF/Baytore, 2021. All rights reserved. Licensed to the European Union under conditions.
Samantha, 17, is in Secondary 4 studying tourism. Samantha also uses TV learning during COVID-19 school closures to keep up with visual lessons like science experiments. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
Students in Middletown High School’s remote learning cohort complete all of their course work from their homes. Photo by Allison Shelley for EDUimages
Artist Amanda Pellerin designed this Arts & Learning Snack complete with real clay! Students have everything they need to play, pinch, roll, and build anything they imagine.
Arts & Learning Snacks are just one way we're making sure kids in Baltimore City Public Schools have access to the arts during school closures. What's in an Arts & Learning Snack? Everything students need to explore cool materials and create something awesome—no Internet required!
Kayirangwa Mary Assoumpta sits with her daughter, Samantha, as they listen together to radio lessons at home. Samantha, 17, is in Secondary 4 studying tourism. Samantha also uses TV learning during COVID-19 school closures to keep up with visual lessons like science experiments. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
Mayor Bill de Blasio, Chancellor Richard Carranza and Department of Health and Mental Hygiene Commissioner Dave
Chokshi join school leadership at One World Middle School at Edenwald in the Bronx to welcome students back to school on Thursday, October 1, 2020 Michael Appleton/Mayoral Photography Office
Kayirangwa Mary Assoumpta sits with her daughter, Samantha, as they listen together to radio lessons at home. Samantha, 17, is in Secondary 4 studying tourism. Samantha also uses TV learning during COVID-19 school closures to keep up with visual lessons like science experiments. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
Reverien Harindintwari and his daughter Yvette Marie, 18, work on school lessons together using the e-learning platform developed by Rwanda Education Board with support from UNICEF. In her final year of secondary school, Yvette Marie is studying physics, chemistry and biology. The e-learning platform can be accessed here: elearning.reb.rw
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda
Kayirangwa Mary Assoumpta sits with her daughter, Samantha, as they listen together to radio lessons at home. Samantha, 17, is in Secondary 4 studying tourism. Samantha also uses TV learning during COVID-19 school closures to keep up with visual lessons like science experiments. Content for radio and TV lessons was developed by Rwanda Education Board with support from UNICEF.
Rwanda is the first GPE partner country to receive a COVID-19 accelerated grant of US$10 million to support its response to the pandemic.
UNICEF photos on remote education during COVID-19
Rwanda, May 2020
Copyright: UNICEF Rwanda/Saleh
Learn more: www.globalpartnership.org/where-we-work/rwanda