Educating in times of Covid-19
Re-opening of an Elementary School post Covid-19 lockdown Sarah Ford Impressions of the first days If anyone had asked my opinion before the re-opening of our Elementary School doors in May this year, my honest feelings were of concern and anxiety for the students as they returned to their place of learning, and of safety and familiarity. We were given a directive to open by the Austrian Government, and therefore my opinion was not important; my job was to re-open the Elementary School in the best way possible, for students, staff and our school community. So much seemed likely to be different – from the moment the children came into school, to the staggered, end of day pick-up. I worried for the mental well-being of children who had not been in school for 9 weeks. But anxiety was dispelled within the first hour of the first day on which we welcomed students back – their excitement, resilience, and unquenchable feeling of trust and fun, were all still there. I love the exuberance of the young! Logistics and organisational changes were huge; one-way staircases, desks or tables spaced out according to regulations, splitting classes in 2 groups without prejudice or possible suggestion of ‘favouritism’, lunchroom guidelines, outside times strictly controlled, no sharing of equipment or resources. This list was endless, and pretty mindless, albeit vital for us to be able to reopen. The many hours of timetable changes, curriculum modifications, blended learning programs for at-home and in-school days, provision for those not able to come at all, and supervision for those who have to be in school every day (in small, self-contained groups, not mixing with others). It was one of the most complex jigsaws I have ever experienced. The first groups of students arrived for day one, in masks, leaving parents outside the door (also in masks), and came in hesitantly, with anticipation. As they entered the building they were greeted by the Director and myself at the door, as we had always done previously (we were described as ‘dental hygienists’, ‘aliens’ or ‘bee-keepers’ by the children!), and by two smiling classroom assistants who helped them to use the hand sanitizer one by one, as they entered, at the required distance from one another, and directed them to their classes, the correct way round the new one-way systems. Then began the rounds of hand sanitizing, heading to classrooms, finding their own space, and… staying there. Trying to help them understand
why all this was happening was important, and almost impossible, particularly for the younger ones. But most were well-prepared, and tried hard to follow what was necessary. And, despite the huge change to their previously-familiar environment – the limited movement, the minimal outside time, and the class groupings that split friendships – by the end of the day every student went home having enjoyed themselves. And every one returned for day two, with a few extras, eager to learn in their new environment. When day three began, we started again – as this was day one for the second group of students. They came in a little less hesitant, and more excited, perhaps because they had heard positive things from peers, or perhaps because they were very different characters. The feeling was similar, but at the same time very different – almost every teacher commented on the ‘feisty’, or ‘active’, group of students who had arrived in group two – split alphabetically by last name, it was a random division, and yet consistent to meet the requirement of placing siblings in the same group. They still shared the excitement, and the joy of being able to talk to friends, to invent games in the playground, though a little less tolerant of the restrictions and limitations. This was how we set the wheels back in motion, allowing onsite learning to recommence for most. We managed to maintain this structure – just – for the remaining weeks of May and June. In total, our students were able to attend school for 10 days onsite, with 10 days online. Was it worth it? Yes, I believe it was: not just worth it, but an essential piece of the puzzle, preparing for what was to come next – though we did not know it at the time. In the short-term, it allowed students to remind themselves of friendships, and to reconnect with school as a ‘safe place’, to restore normality of routine and to bring some kind of closure to the school year. In the longer-term, it prepared all of us to expect the unexpected, and to look for the positives in every situation. For staff, the 4 weeks seemed like an eternity, and were very complicated, as we tried to navigate running 2 programs concurrently, while also accommodating those students who could not return. Complex, tense and stressful in so many ways, these weeks pushed many to the limits of their mental stamina, perhaps almost beyond. And then came summer – a welcome relief for all, where restrictions were eased, and families could return
