Student educators gain experience in virtual instruction

The social shutdown because of COVID-19 provided unique opportunities for Ripon College students planning to become educators. They became involved in virtual tutoring programs that provided assistance to younger students who were missing oneon-one instruction because of the switch to online learning.

Jean Rigden, director of teacher education at Ripon, reached out to find ways that her pre-service teachers could help. Ripon College students assisted Ripon K-8 students participating in the Building Resilience and Values in Everyone (BRAVE) program sponsored by the local school district.

Ripon College students also were involved in a partnership between several Midwestern colleges and universities. More than 100 student educators tutored more than 500 students across the country who reached out to receive assistance. Ripon students were enthusiastic about the experience.

Cortney Bols ‘21 of Sandwich, Illinois: “It was very nice to have a program that allowed these younger students to still get extra practice and learning in while allowing us as college students to get extra practice in as teachers before we have a classroom of our own. Doing all virtually also allowed us to work on a platform that may become the new normal for classrooms.”

Kailee Betler ‘20 of Berlin, Wisconsin: “I knew that this could potentially be a new normal for the immediate future in public schools. I wanted to gain as much information and learn as much as I could about helping and educating virtually (and) to help where I could with the knowledge that I have. At the end of the program, I feel as if this experience has taught me so much about virtual education as well as advanced my flexibility with lesson planning and oneon-one connections with students.”

Aubry Herbon ‘21 of Antioch, Illinois, got involved “so I could help families as much as I could during the pandemic. We are living in very difficult times, and I wanted to help wherever necessary and possible to ensure that students and their families are receiving proper information and resources to continue their education and to help their primary teachers, educators and even speech therapists.”

Molly Waggoner ‘21 of Pulaski, Wisconsin, tutored three students instead of her clinical experience that was canceled because of the shutdown.

Lindsey Karras ‘20 of Milwaukee, Wisconsin, was pleasantly surprised by how well those she tutored did at transitioning to virtual learning and that they maintained focus well. She was glad that the tutors and their students maintained an enthusiasm for learning which helped the program to be a success — so much so that Karras continued to tutor two of her students over the summer.

Timbre Shilts ‘20 of Kenosha, Wisconsin, had a technological challenge in that, when helping younger students with pronunciations, the sound could cut out and cause a disruption to the session. Despite this, Shilts says, “This program was such an amazing experience and opened many doors for me. I was able to work on my teaching skills while in quarantine, and one of the families has asked me to continue tutoring throughout the summer. I now will be tutoring six students this summer which will help me build many skills before student teaching.”

The tutoring experiences will have a long-term impact. Herbon says, “We have been living in very difficult times and going through difficult situations, yet it has truly opened new doors for education.

Though technology can be a somewhat controversial component to education about how much is too much or too little, it can help students in unimaginable ways. Working in this program and in special education, I have seen technology give students new ways of learning, communication and critical-thinking skills. I am excited about the windows of opportunity that have opened in my current learning as a student and future opportunities as an educator.”

JILLIAN HEIDENREICH ’22 MONROE, WISCONSIN