The Babies in the Bathwater

By Jonathan

Schneiderman

Remote learning, pedagogically speaking, is worse than in-person learning. Face-to-face interactions among students and teachers are important for getting ideas across as effectively as possible. It would be easier to zone out on a Zoom call than in a classroom even without the temptations of the internet; managing a classroom is easier when one can keep track of all the students at once, and for most people I know, it is easier to stay productive and motivated when one is going to school daily.

But remote learning, despite its flaws both inevitable and otherwise, has introduced some positive changes to how Stuyvesant operates, changes that should be kept in place even when we return to normalcy.

First of all, and most radically, the five-period schedule is a significant improvement over the ten-period schedule. There’s a real difference between 55 and 41 minutes, and though hour-long Zoom classes can sometimes seem to drag, 41 minute-long in-person classes always seemed to get cut off too soon. In the few years before the coronavirus pandemic struck, there was even some chatter about reducing the school day to nine or eight periods to allow for more instructional time. Now, COVID-19 has forced us into a much better solution, one that leaves students with more free time and, though it cuts down on overall instructional time, increases the amount of time in a given instructional session. Having longer classes less frequently is good preparation for college too, where that is the norm.

Longer classes are not the only benefit of the five-period schedule. Another innovation it has introduced to Stuyvesant (at least in theory—certain teachers have taken it upon themselves to ignore this)

is the two-day schedule for completing work. Under this system, students have work due every day, but work for any individual class has two days to be completed. Without freeing students from work, this gives them more flexibility in how and when they do it. If a student has, say, a major event or workload one night, he can simply do some amount of his homework the next night. With this freedom comes new responsibility: it is far easier to procrastinate than it used to be. But students are still held accountable for completing their work, so fact that snow days will now they will have to learn this likely be a thing of the past, responsibility if they don’t and that future mayors will already have it, and isn’t be able to call them more that much of the point of liberally—parents will know, Stuyvesant? say, 17 hours instead of

Second, remote learning three before the beginning has necessitated the cen- of the school day whethtralization of platforms for er they can expect to send which students have so long their kids in the next day— been pining. Every year, because they will simply be the Freshman Caucus can- remote instructional days. didates promise to achieve Less has been made this, and every year they fall of the club functions that flat. COVID-19 has now can be done more easiforced the administration’s ly over evening video calls hand, and when I want to than through in-person after-school meetings, and here I address my fellow students and not the administration. I have more than once had the experience of scheduling a quick discussion at 3:40 p.m., only to have it start at 4:00 p.m. Michael Hu / The Spectator and go for a half-hour, often at the expense of another, more important meeting that I wrongly expected to be able to attend. When we go back to school in person, we should avoid such meetings. If we want to quickly meet to discuss some minor details of some small matknow what work I have to ter, we should arrange to put on my to-do list, I can do so in the evening, over simply go to Google Class- Zoom or Messenger. That room. When Stuyvesant is way, we can skip the superback to fully in-person in- fluous quick-but-not-quick struction, teachers should after-school meetings and still be required to post ev- save ourselves a good deal ery assignment on Google of time. Classroom. It’s a simple task The last seven months for teachers to complete, it have been months of crimakes students’ lives much sis, and we all look forward easier, and we are proving enormously to that cricapable of doing it. sis’s end. But crisis births

Third, it has elucidated necessity, and necessity is how certain school activities the mother of innovation. can be almost complete- When we leave the crisis bely transplanted to an on- hind, we should be sure not line setting. Much has been to leave its small fruits bemade—correctly—of the hind us as well.