27 minute read
ADAPTATIONS IN EDUCATION
STRATEGIC GOAL AREA ELEVATE
Emily Altschuler, Gamma Clio, has been a teacher for three years. Emily is a self-contained teacher for children in 3rd through 5th grades with autism and intellectual disabilities at Hollydale Elementary School in Marietta, Georgia.
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WRITTEN BY: VANESSA DAVID, DELTA KAPPA, DIRECTOR OF ALUMNAE ENGAGEMENT & LEXI MOORE, EPSILON PHI, PROGRAM COORDINATOR
This past year, the profession of teaching has had to adapt, change and innovate in order to ensure that students are still receiving an education during the COVID-19 pandemic. The situations our educators have faced are endless: teaching elementary students virtually, adjusting classrooms to comply with social distancing practices, encouraging students to keep their masks on, adapting lessons to be effective both in-person and online and much more. Alpha Sigma Alpha is proud and thankful for our members in the teaching profession who have continued to shape students’ minds throughout this pandemic. Twelve Alpha Sigma Alpha educators were able to share more about their teaching experiences this year.
TEACHERS
EMILY ALTSCHULER, GAMMA CLIO (PICTURED LEFT)
“Providing remote instruction for students with disabilities that is both developmentally appropriate and engaging has been the most challenging. For my students, there is a very clear distinction between home and school. I worked very closely with the parents to develop a structured schedule, sent home manipulatives and became as creative as I could. Ultimately, the most challenging aspect was not being able to have the students face-to-face. As human beings, we crave connection with one another and this definitely caused some emotional despair on me, fellow educators and our students as well. My classroom was a safe space and I had to figure out how to create it virtually, very quickly.”
“When this all first started, I felt like no one understood. My heart hurt, I was so alone and I just simply missed my kids. It is truly difficult for others on the outside to understand how much heart and soul is put into teaching and when you remove the face-to-face aspect, sometimes it feels like a part of you is missing. But I want all my sisters and others to know that you are not alone. This pandemic has made us stronger educators, friends and people. There will be a time where the masks will be gone, we can hug our students again and we can see their smiles, but until then don't be afraid to reach out to your colleagues if you need it.”
“Our hybrid class recently completed service projects for our December unit on “giving.” We sent home blankets for our virtual students to complete with their families. We were able to create no-sew blankets for Project Linus, an organization that provides blankets for children 0-18 who are experiencing traumatic events in their lives. It was special to watch my students independently give back to the community, especially during the pandemic.”
APRIL CARHART KUNZ, DELTA EPSILON
April Carhart has been a teacher for 13 years. April currently teaches Earth Science primarily and the electives of Anatomy and Physiology, Astronomy, and Ecology 2 at Sachem High School North in Lake Ronkonkoma, New York.
“The most challenging thing for me is not knowing. Every day is something new. Today we are in class, tomorrow we might be live streaming from home. Today I might have three students show up to class and tomorrow I could max out my room at 15 in-person students. Today it’s only my students, tomorrow it might be mine and my co-worker’s because she is quarantined and there are not enough substitutes to cover the classes.”
“I’ve learned how to use WeVideo, Ed Puzzle, Screencastify and KAMI, which have helped me to create videos, insert questions into the videos, turn worksheets into writeable PDF’s and more. I have had students complete labs at home using kitchen/ food supplies from home instead of lab equipment. The students record themselves and then post to the Google classroom for credit. I’ve had students create their own video of a future topic to be taught in class, and then used their video instead of mine. The kids seem to enjoy it. I taught my class in a dinosaur mask. I usually save that for when I teach geologic history in the spring, but that day the class seemed sad, so I went with it. I even put a mask on the mask!”
“Be nice to parents. I have four children of my own: a three-year-old, two six-year-olds and a nine-year-old. I leave work and become an elementary teacher and a mental health counselor. My kids are lost with their schoolwork and they are scared. We are lucky enough to have an electronic device for each child. Most families do not have that luxury. Parents are stressed. Lean on your co-workers. You are not alone. They are feeling the same way. Talk to them, you will feel better.”
SARAH KOSTELANSKY FALLSTICH, DELTA EPSILON
Sarah Kostelansky Fallstich has been a teacher for 16 years. Sarah teaches high school classes such as financial literacy, physics, language arts, life skills, a fishing program called HOFNOD, an ice cream curriculum and JET (Job Exploration Transition) at a private special education school called Warren Glen Academy in Bloomsbury, New Jersey.
“Things are constantly changing and are not always predictable. We’ve all gone above our typical support and have dropped off items and supplies at homes, all while answering texts, emails and calls before and after school. My school is a therapeutic school, so the aspect of counseling and working with everyone is present and ongoing. I’ve noticed that not only do the kids need support and reassurance while out of school, the parents and families also reach out for ideas, advice and encouragement during these tough times.” What is some advice for Alpha Sigma Alpha members who are teaching during this pandemic?
“The best advice I could offer is to breathe and take it all in one step at a time. Work with your colleagues and make things meaningful. We don’t know what’s going on in student’s homes, who their supports are, or if they’re being provided for. Have a sense of humor, be understanding, and when they ask on the Zoom call to show you their pets, say yes! Make that connection and thank the students for inviting you into their world!”
“The biggest success of teaching since March 2020 has been using real life applications in our financial literacy class. After researching, creating a solid business plan and lots of prep, we started making and selling masks. Because students have different skill sets and interests, they work in different parts of the business. Some student do better with pattern making and sewing, some use coupons and discuss work on the financial end, others create notices and fliers on the graphic designs, and some prefer to package, deliver and interact with our customers. Everyone works together to create something, and there’s nothing like seeing the principal, a staff member or a student wearing the final product!”
ASHLEY MARTIN, ZETA OMEGA
Ashley Martin has been teaching for 15 years, mostly in special education. She is currently in her first year as the zero tolerance teacher for high school students with IEP’s (Individualized Education Program) that have been expelled from their home schools for various offenses in Clarksville, Tennessee.
“In March of 2020 our school district completely shut down. Students were given the ability to recover grades to improve their grade for the 3rd quarter but no new instruction was given during the 4th quarter. When school resumed in August, families were given the option to choose between traditional or virtual learning for their students. Most of the middle and high school teachers in my district are having to teach both virtual and traditional students at the same time. I am blessed that I only have to teach virtually when the district moves to full remote learning for all students.”
“Some of our students do not have reliable internet access. My district has helped by providing hotspots for students who need/request them. When the entire district is forced to move to remote learning, the district’s servers cannot handle 36,000+ students and staff online at the same time.”
KIRBY KROEKER KENNY, ETA ETA
Kirby Kroeker Kenny has been a teacher for eight years. Kirby teaches Spanish at Paola High School in Paola, Kansas, where she is also the head volleyball coach.
“Kansas shut down schools the week of spring break in March 2020, and with that we were forced to teach remotely the remainder of the semester. Since we were patchworking what that would look like (as this had never been done before), what we were doing to continue learning changed on a daily basis. That was extremely challenging, but since August, we've been in-person. There are a handful of students who elected to attend classes remotely this semester. So in one class period, I have students physically in my classroom and some connected via Google Meet. They receive the same instruction and assignments. They can interact with their peers from their home.”
“Connections are more important than content right now. These young people are not falling behind in school, they are surviving in a pandemic. Their entire social world, extracurricular activities and schooling have been flipped upside down. We want them to learn the material, but the social / emotional wellbeing is of the utmost importance right now and school may be the only place they can "escape" - physically or mentally - from the monotony of isolation at this time.”
LAUREN KOWALCZYK, ZETA NU
Lauren Kowalczyk has been a teacher for 7 years. Lauren currently teaches special education as the Behavioral Disabilities program teacher at Bound Brook High School in Bound Brook, New Jersey.
“The most challenging aspect of teaching since the COVID-19 pandemic shutdown began has been providing my students with the emotional support they need to achieve in school, regardless of the format instruction is occurring. As a special education teacher, I’ve had to develop new procedures to collect data, implement IEP’s (Individualized Education Program), and provide all necessary modifications and accommodations that are appropriate to each individual student. We’ve had to think on our feet and make sure all students are receiving the education they deserve!”
“Any student who enters my classroom and works on becoming the best version of themselves is a success story to me. Since March 2020, I have seen a student apply to two colleges (when a year ago, she didn’t even think college was a possibility for her). I have seen a student obtain employment at a local fast-food restaurant and take extra classes in school to graduate early. I’ve seen a student pass her freshman year with flying colors after barely making it through her 8th grade year. However, the biggest success story that I’ve experienced is being able to see the relationships my students have built with me and each other; creating a family that will be there for each other, virtually or in-person no matter what.”
CASSI LAYTON FURR, THETA RHO
Cassi Layton Furr has been a teacher for three years. Cassi teaches 8th grade theatre, high school theatre, and high school English at Springlake-Earth High School in Earth, Texas.
“In the spring when everything was virtual, engagement was the hardest part. When you take into account that my students are high schoolers and had other responsibilities once they couldn't go to school, such as working or babysitting younger siblings, school work was the last thing on their mind. It's hard to make progress when everything is shifted, priorities are different and school isn't normal anymore. It was hard as a teacher, but it had to be just as hard for the kids because they lost the normalcy and structure that school provides. This fall, now that everyone is getting used to this "new normal", the hardest part is just keeping track of both the virtual and in-person students, and making sure both groups are getting what they need to succeed.”
“It’s necessary to think of sanitary hands-on activities to keep students engaged. For example, my students' favorite review game is Trashketball. When they get a question correct on the review, their team gets to shoot the little foam basketball into an empty trashcan, and they can earn different points based on where they shoot from. This year, I am not allowed to use the little foam basketball, unless I sanitize it between each kid which would waste time. To improvise for this year, several days before the review, I start collecting papers that I would throw away. Then on Trashketball day, as students get questions correct, they get a piece of paper to make their own ball to shoot with. This way the kids can still enjoy one of their favorite games.”
JAYMIE HANEY PERRY, BETA THETA
Jaymie Haney Perry has been a teacher for 21 years. Jaymie teaches 6th-8th graders at Immaculate Heart of Mary and social studies methods at Aquinas College in Grand Rapids, Michigan.
“I am an internationally trained Holocaust educator and we happened to be working on that unit in the spring when everything went online. I was able to embed survivor testimony into lessons using the archives from Echoes and Reflections and the USC Shoah Foundation.”
“Some of the most important qualities for teachers are fortitude, flexibility and creativity. When life returns to pre-pandemic conditions we will continue to need those qualities to help guide students forward. We are needed now more than ever. Don’t give up; your vocation as a teacher matters!”
KELSEY KUZIAK, THETA SIGMA
Kelsey Kuziak has been a teacher for two years. Kelsey currently teaches kindergarten at a private school called Educational Playcare in Oxford, Connecticut. What teaching format have you used since March 2020?
“From August until the middle of September we were teaching entirely virtually. Since September, I have had about an equal amount of students online and in-person. I teach both groups of students at the same time. I have about 30 in-person students and 15 online students. All students attend school for the full five days a week, either online or in-person.”
“This year I've introduced a 'Secret Mask Superstar' to the class. I tell them in the morning that I have a student's name in my head and all day I'll be secretly checking to make sure they wear their mask correctly. Then at the end of the day we celebrate the Secret Mask Superstar with a round of applause. They also get a certificate to take home to show their loved ones how amazing they are and a small eraser for their pencil pouch at school. It has gotten the kids excited to wear their masks and mindful of keeping it on correctly all day.”
SARAH WHITE, EPSILON PHI
Sarah White is in her first year of teaching. Sarah teaches 4th grade reading, writing and social studies at Milton Cooper Elementary School in Houston, Texas.
“From August until the middle of September we were teaching entirely virtually. Since September, I have had about an equal amount of students online and in-person. I teach both groups of students at the same time. I have about 30 in-person students and 15 online students. All students attend school for the full five days a week, either online or in-person.”
“This is definitely not how I pictured my first year of teaching. But, I can confidently say now that I will be able to handle anything a school year in the future will throw at me.”
KENYON ROBISON ECKER, THETA EPSILON
Kenyon Robison Ecker, Theta Epsilon, has been a teacher for 12 years. Kenyon currently works as a Dyslexia Therapist, teaching Dyslexia Therapy pullout classes, with 1st-8th grade students in Coppell, Texas.
“The most challenging aspect has been building relationships with the learners at home. I am working with many of them for the first time and they need to feel comfortable and safe with me in order for dyslexia therapy to work. That bond happens much quicker in person and when I can sit closer to them to guide them through the skills.” Do you have any teaching “success stories” since March 2020 that you would like to share with Alpha Sigma Alpha sisters?
“This year, I had the privilege to work with 12 students who were new to middle school. Many of them had struggled in elementary school, and therefore did not have a positive experience with the start of the pandemic. It was my job to not only teach them to become stronger readers and spellers, but to also develop better skills needed for school. Leading up to winter break, parents contacted me saying that their children were now not only amazing readers, but that they were also more confident in middle school during a pandemic than they were their whole elementary career.”
STACY HOLMAN ZENITZ, ZETA RHO
Stacy Holman Zenitz has been a teacher for 10 years. Stacy currently teaches first grade at University Place Elementary school in Tuscaloosa, Alabama.
“When everything shut down in March, we started teaching virtually from home. In the spring, the school was not as strict. Students did the work we assigned (if they wanted to) and we had one Google Meet per week. I typically only had two – four kids log in. Now we are working both face-to-face and virtually. I am the only virtual teacher at my grade level with 22 students for the spring. My four coworkers have 15 students in-person.”
“Nearpod, Google Slides, YouTube and other programs help keep my students motivated and engaged. I have learned how to create interactive games and activities that are in line with what in-person students are doing.”
“Don't cancel the fun things, even if they're small and not what you typically do in the classroom. Our last day before winter break we wore pajamas, listened to the Polar Express and had snacks. The kids said it was the best day ever! Those small things make their days and give a hope of normalcy.”
STUDENTS
Just as with educators, millions of students have been forced to adapt to a new way of learning due to the COVID-19 pandemic. Whether their campus has converted to online, hybrid or socially distant in-person classes, it’s no secret that the typical “college experience” isn’t what it used to be. To gain a better understanding of just how much the pandemic has affected students’ lives and learning, seven collegiate members were asked to share their experiences.
CHLOE ELLISON, THETA RHO, JUNIOR AT WEST TEXAS A&M UNIVERSITY
"My campus adopted a hybrid format in response to the COVID-19 pandemic. Although we had the option to attend classes in-person, I decided to stick solely to online classes."
“The most challenging aspect of adapting to virtual learning is having to motivate yourself to learn. My classes this semester didn't have Zoom lectures. This meant that I was the one responsible for teaching myself five classes worth of material. Not having to attend a scheduled class every day made it a challenge to feel motivated to get out of bed and learn. I've been slowly working to overcome this challenge by time-blocking my days. I assign myself materials to read, notes to take, assignments to work on, etc., throughout each day of the week and mark them off as they're completed. This helps me feel accomplished at the end of the day and motivates me to do it again the next day.”
“My experiences as a student during this time have taught me to show grace in every situation and to never take anything for granted. People, events and experiences can be taken away from you in the blink of an eye. It's important to cherish every second of every day because you truly never know if it will be your last.”
ANNIE ALPERI, THETA GAMMA, SOPHOMORE AT CHRISTOPHER NEWPORT UNIVERSITY
"As someone with dyslexia, it has been extremely challenging for me to adapt to virtual learning. I’m not sure why, but I absorb information better when I hear it in person. I can focus better and there aren’t any outside distractions. I also do better with paper exams. To overcome these challenges, I’ve had to spend more time studying and attend more office hours with my professors so I can better understand the topics and instructions. "
“Seeing the struggles of professors and students transitioning to online classes has made me realize what is and isn’t successful with online learning. This has made me think about my own hopes of becoming a teacher and how I can best apply these lessons to my own classroom and students someday.”
EMANI BRINKMAN, THETA ALPHA, SENIOR AT COE COLLEGE
"My campus adopted a hybrid model of teaching, where some classes were moved online and some were still in-person. It pretty much depended on the professors' preferences on how they wanted to teach during this crazy time."
“When we were all sent home in March of 2020 and had to adapt to having classes online it was very difficult to adapt to this new learning style while also coming to terms with the new state that the world was in. I would say I didn't learn anything after spring break that semester and it wasn't the professor's fault or anyone's; it was just a very difficult transition and did not work with how I learned. Now that I've been through a semester of having the hybrid model, I still prefer in-person classes. I went to a small college because I wanted meaningful and interactions with my peers and with faculty because I knew that would be the best way that I learn and I still want that.”
“During this experience I learned how important it is to have a support system to depend on. I have never felt closer to my sorority because it has been a big reason why I have been supported during this crazy time. Sisterhood has been more important than ever in my life because it's been so helpful to have a group of women going through the same troubles I am going through and are completely sympathetic to what's going on.”
FAITH MACWANA, EPSILON ETA, JUNIOR AT VIRGINIA WESLEYAN UNIVERSITY
"My campus adopted a mixture of different formats in response to the COVID-19 pandemic. Most of the classes were in person and adhered to social distancing guidelines. Masks and/or face shields were required everywhere on campus. Other classes were taught in a hybrid manner and a few were completely remote. I had the unique opportunity to experience all three learning formats."
“I am a campus tour guide as well as a resident assistant for first-year students. My jobs had changed significantly in response to the pandemic. I was required to work 11 hours a week on top of studying for classes, sorority commitments and other activities. I felt myself burning out pretty quickly. This time really showed me the importance of self-care and looking after my mental health.”
Emani Brinkman, Theta Alpha First day of "16th grade" at Coe College in Cedar Rapids, IA
"The most challenging aspect was establishing a set routine for myself, especially for the classes that met remotely. I felt as if I was always behind or missing assignments since we couldn’t meet in person. However, I have been able to overcome these challenges. In my dorm room I have two whiteboards. One of them I use to write out all my assignments and readings for the week for every class. The second white board is set up as a weekly calendar. I use this to mark important dates and events. By placing these boards directly in front of my bed, it served as a daily reminder of the tasks I needed to accomplish."
GRACE SCHUMACHER, EPSILON PHI, RECENT GRADUATE FROM INDIANA UNIVERSITY
"My campus adopted an all virtual response due to the COVID-19 pandemic."
“I had my graduation moved to virtual and my dream internship canceled which were both pretty hard for me. Since I graduated a year early, my graduation was even more significant to me. I only got to work my dream internship for the 2021 NBA All-Star game for a month before COVID hit, which was heartbreaking since it was a once-in-a-lifetime internship. Additionally, I was the sisterhood chairman for my chapter and the plans I made for our formal all semester were canceled in April of 2020. I had to think of different sisterhood events to keep our sisters connected in such a hard time.”
“My experiences have taught me to not take things for granted because they are not guaranteed for you. Additionally, it taught me that spending more time with family is very important and giving yourself time to de-stress is critical for your happiness. You need to take time for yourself to de-stress and process your days to prioritize your mental health. Moreover, my experience as my chapter's sisterhood chairman taught me that our sisterhood can persevere and stay alive throughout a pandemic.”
ROSE GILLIARD, IOTA EPSILON, RECENT GRADUATE FROM METROPOLITAN STATE UNIVERSITY OF DENVER
"Switching was easy for my minor because my minor is English. Many of these courses and professors have taught online so that transition was smooth. The transition for my major, however, had more hiccups. These professors were given spring break to figure out how to adapt our hands-on learning and lab-based courses to an online format. In terms of my learning style; it was easy. I have taken at least one online course each semester. It is difficult learning how to take blood pressure, skin fold measurements and other fitness testing when I am at home with none of the equipment that I need for these testing procedures. My professors did a really good job of showing us how we can adapt and utilize some items at home for some things."
“To be thankful always for the opportunities we are given during hard times. That you really can do anything you set your mind to through determination. And to really lean on your support system. I could not have done this year as gracefully without my partner, family, and sisters. It has been an intense year and it is nice to share your struggles and successes with others.”
AMY KRAZL, BETA NU, JUNIOR AT MURRAY STATE UNIVERSITY
"Our campus used a hybrid format."
“Although I did not have a graduation moved or an internship lost, I believe the college student body as a whole had one loss in common – that was community. No sort of gathering meant no performances, no dances, no philanthropy events. This significantly affected the bond between the student body and led to a lack of time to decompress from the intense requirements of university classes.”
“This experience has taught me the value of relationships. Because it was difficult to see my friends naturally in passing (because there was hardly any passing at all!), it became necessary to make time for the ones I love. Making it a priority to connect with people and reach out, even in a small way, was something I found to be of value throughout the entire past year. This experience has also taught me the importance of persistence. In a virtual format, the slippery slope of complacency and negligence looms heavy. However, it is important to persevere! I became better at making a schedule and sticking to it, always coming back to my goals as a constant motivator. No matter if the road to success is physically or virtually in front of me, I know I’ll have to travel it to succeed.”
