6 minute read
LCC Amid a Global Crisis
The Campus is Closed but the Learning Continues
BY DANA KOBERNICK, LCC Communications Manager
Photo Above: LCC’s virtual school keeps students engaged. This is Alex Bloomfield ’26, who submitted this photo when we asked them to “Tell us what you’re reading”.
Three months ago, LCC was thrust into uncharted territory. Taking unprecedented action to close the campus due to a global health crisis which erupted during March break, students, faculty and staff did not return to campus following the school-wide vacation. Weeks before the closure, the leadership team had the foresight to plan for this eventuality, which was ultimately mandated by the provincial government. With a commitment to delivering its academic and co-curricular programming, the school quickly shifted to a virtual school environment, a move it believed was in the best interest of the students’ physical and emotional well-being.
“Students thrive in environments with structure and predictability and we needed to provide that in our virtual school,” says Headmaster Chris Shannon (Pre-U ‘76). “We wanted students to continue to foster meaningful relationships, and ensure that teachers and counsellors could help them process thoughts and questions about course content and our collective experiences during this time.”
Still, with uncertainty reigning, there remained this formidable challenge: how to maintain the high standards for which LCC is known, develop the fullest potential of every student and help prepare them as leaders and contributors to our global society. In the face of this challenge, there have been countless gains, some obstacles and many unexpected outcomes.
Here’s a glimpse of what the indomitable LCC spirit can inspire.
Everyone’s a Learner
In LCC's Virtual School, students at all grade levels have been participating in synchronous and asynchronous learning (synchronous learning involves online studies conducted in real time, while asynchronous learning occurs through online channels without real-time interaction).
The parent & student Virtual School web page
With a focus on student engagement, faculty redesigned their lessons and reshaped how they teach, all while adopting new technical skills. Admittedly, this structure could not duplicate the educational experience that students have on campus, but it has allowed for progress and growth as students strive to reach their academic learning objectives.
“The positivity of faculty and staff, their open-mindedness and ability to adapt to this new reality have been unbelievable,” says Deputy Head Mark Salkeld. “Teachers were willing to take risks and try new ways of delivering instruction.”
Andrew Butler ’31
This transformation, radical as it was, meant that some initiatives worked well, while others were less successful. Modifications were made when necessary. “Patience and trial and error were needed as we tried to support the diverse needs of families and students,” says Junior School Director Alison Wearing. “Feedback revealed that students have enjoyed a new level of independence and working at their own pace. Ongoing professional development for teachers has been critical, allowing them to share ideas, successes and failures and research best practice. Above all, we have continued to reflect on how young children would learn best under these conditions.”
Parents, too, have been active partners in the process. From the start, their comments were solicited through an online suggestion box, and many provided valuable insight on their experience at home as they learned how to best support their children.
Most importantly, the students seem to have adjusted. “Virtual school has been a significant change in many people’s daily routines,” says Katherine Galli ’22. “It has many perks such as waking up at a slightly later time, working at your own rhythm and being an autonomous learner which will help prepare us for future education.”
Recognizing the value of the virtual school while still lamenting the temporary loss of the on-campus environment seems to be a pervasive sentiment: “Although I miss being at school with my classmates and teachers, I find that e-learning has allowed me to keep in touch with them and continue to learn new material,” says Stefano Pietrantonio ’24.
Connections & Community
Connections with peers and teachers is an inherent part of life at LCC. At its core, LCC is about community and the enduring and collaborative relationships that are built within its walls. How then are these ties to be maintained in a world where social distancing has become the new normal?
Elyne Zhou ’28
June Takacs, LCC’s IB Middle Years Programme coordinator, admits this has been difficult. “Although technology facilitates this type of online connection, one of the biggest challenges as an educator is the lack of personal contact with the students,” she says. Still, she notes that the faculty and students are reaching a level of cooperation that goes beyond expectation.
Teachers have also stayed connected to one another, which facilitated the shift to virtual learning. “Through daily virtual meetings, we were able to adapt digital tools and solutions for communicating course content and assessing student needs,” says Grade 6 Teacher Rachel Armstrong. “The caring bonds we already shared with our students also contributed to a successful transition. Students still know where to turn for guidance or TLC while learning online. They know they can count on us, even from a distance.”
Edouard Des Parois Perrault ’21
At the same time, Ms. Armstrong acknowledges what is lost in this new environment, citing the energy generated in a room full of students, a high five from a student, or an in-person conversation with colleagues. And, reminding us of what teachers may be juggling at home, she adds, “It has also been challenging to keep the family dog out of audio recordings or away from my Google Meets!”
Creativity Abounds
The creativity that has flourished on Royal Avenue has continued to thrive despite the physical distance of the school’s community members. LCC’s penchant for innovation has been clearly reflected not only in the virtual classroom, but in its co-curricular and athletics offerings as well.
“Virtual school has given us the opportunity to look at our teaching practices and be creative and flexible thinkers in a new learning space. We have used a variety of methods to communicate our lessons through video, audio and asynchronous sessions,” says Student Life Director Michele Owen. “The students have also demonstrated great creativity and teamwork in producing content for assemblies and co-curricular activities.”
Noa Graham ’25 (future student) & Toby Graham ’22 answer our “Let’s meet your pets” call for submissions.
After school, students take part in any number of co-curricular activities, including debating, theatre club, writing club and Fab Lab, among others. While they can’t get out on the field or the ice, they can virtually join Moody’s Gym or meet up with their Cadet Football teammates. Living by the adage that the show must go on, students and faculty performances were assembled for a thoroughly entertaining virtual Café Cabaret, the Junior School Players are finding a way to present their annual musical, Beauty and the Beast, and the grade 11 drama students are getting creative with an amazing performance–and all online.
Varsity Boys Basketball team raises spirits
The leadership of the students themselves has been impressive with many launching their own initiatives. The ping pong challenge was a hit as was the Varsity Basketball team’s spirit-raising video. Green Team has been active and SportsDesk and LCCTV episodes have been churned out, to name a few. For its part, the communications team launched a series of creative initiatives to keep spirits up. The aptly named “Positively Proud Initiative” has students, teachers, staff and parents participating in weekly calls for jokes, photos of themselves with their pets, baking, or clad in LCC garb.
One of our “Positively Proud Initiative” weekly calls
Emil Bilaver ’24 answers our “Let’s meet your pets” call for submissions
Learning in a virtual school environment, apart from one another and without access to the resources and facilities that make LCC so special is not what anyone would have chosen. But when faced with adversity, the LCC community responds with resilience, strength and steadfast determination.
The LCC community will grow from this experience and emerge stronger than before.
Virtual strategy with Cadet Boys Football
