Buffering
Connections W
ith the transition to partially online schooling, teachers like AP Government and Politics teacher Jeffery Haas are having to rethink how they go about teaching. “I don’t have the highest digital prowess,” Haas said. “One advantage is that I know a lot more than I did last March about how to manipulate different kinds of things on computers that I don’t have a natural feel for.” Though Haas sees it as a good learning opportunity, adapting to the change brought on by the pandemic hasn’t all been easy. Alyssa Barratt, who teaches geometry and
advanced algebra II, has had issues with the workload of going digital. “I would definitely say the disadvantage is the increased workload — having to recreate everything in a digital format for my kids since we can’t do paper and pencil,” Barratt said. “That’s really hard in math.” This is not the only issue, as students and faculty also miss out on social interaction that they would normally get in person. This lack of socialization is affecting teachers and how they approach their workspaces for online learning. “School is really lonely,” Laura Woolfolk said. “It’s sad. There’s some teachers that typically work all the time who I’m familiar
English teacher Samuel Rabiola finishes up some grading to round out the school day. Since Rabiola doesn’t have a class during 7th hour, he uses this time to get other work done.
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