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Teaching and Learning During a Pandemic: Perspectives From a Teacher, Administrator, and College Professor

Teaching and Learning During a Pandemic: Perspectives From a Teacher, Administrator, and College Professor

Trevor Chapman, John Bierbaum, Beth Hatt
Copyright: © 2021 |Pages: 25
ISBN13: 9781799865339|ISBN10: 1799865339|ISBN13 Softcover: 9781799865346|EISBN13: 9781799865353
DOI: 10.4018/978-1-7998-6533-9.ch002
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MLA

Chapman, Trevor, et al. "Teaching and Learning During a Pandemic: Perspectives From a Teacher, Administrator, and College Professor." Handbook of Research on Inequities in Online Education During Global Crises, edited by Lydia Kyei-Blankson, et al., IGI Global, 2021, pp. 18-42. https://doi.org/10.4018/978-1-7998-6533-9.ch002

APA

Chapman, T., Bierbaum, J., & Hatt, B. (2021). Teaching and Learning During a Pandemic: Perspectives From a Teacher, Administrator, and College Professor. In L. Kyei-Blankson, J. Blankson, & E. Ntuli (Eds.), Handbook of Research on Inequities in Online Education During Global Crises (pp. 18-42). IGI Global. https://doi.org/10.4018/978-1-7998-6533-9.ch002

Chicago

Chapman, Trevor, John Bierbaum, and Beth Hatt. "Teaching and Learning During a Pandemic: Perspectives From a Teacher, Administrator, and College Professor." In Handbook of Research on Inequities in Online Education During Global Crises, edited by Lydia Kyei-Blankson, Joseph Blankson, and Esther Ntuli, 18-42. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6533-9.ch002

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Abstract

This chapter encompasses the lived experiences of a high school teacher, high school administrator, and college professor. Each worked through the trials and tribulations of teaching and learning in a pandemic. The authors' narratives provide a vivid account of the initial shock of the pandemic announcements and the life changes that ensued. Written through an equity lens, this chapter explains how instruction is delivered in remote and hybrid settings; the importance of building communication with students, families, and staff; access to technology for learning; and the importance of building relationships with the students and families. This chapter aims to contextualize inequities that existed before the pandemic, how they were exacerbated as schools closed down, and how students' well-being became the necessary focus. The chapter's discussion frames how we can redefine our roles and responsibilities as educators to encourage student agency and the potential of trauma-sensitive schools as a means to help students heal from the wounds caused by this pandemic.

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