Today's episode focuses on the realities of hybrid teaching. Tennille Johnston is an award-winning science teacher in Texas who is speaking out about what really happened this school year. She bravely reflects on the real struggles, challenges, and quality of education in the school year 2020-2021. Her words reflect the honesty of a hard year of teaching – what many of us would say is the hardest years of our careers. We all need to help be realistic about a very unrealistic, unusual year as we help meet students where they are and we move forward.
Listen to Tennille Johnston Share What Really Happened in Hybrid Classrooms This Year
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Tennille Johnston's Bio As Submitted
Tennille is a 10-year veteran Science teacher in the second-largest public school district in the state of Texas, transitioning to this career through an alternative certification program after working as a wildlife biologist for several years after graduating with a B.S. in Natural Resources/Wildlife Management from The Ohio State University.
She is a member of the Science Teacher's Association of Texas, the Texas Computer Education Association, the National Wildlife Federation, and is a Level 1 Certified Google Educator. Formerly she served as a teacher mentor in the Texas Regional Collaboratives for Excellence in Science and Math Teaching and has attended special training for inquiry-based, Maker-based, and project-based learning with the University of North Texas, Southern Methodist University, and NASA's Johnson Space Center.
She has coached teams of students participating in the National Youth Cyber Defense Competition, SeaPerch Robotics competitions, and has given presentations on coaching robotics and inquiry-based learning at the Conference for the Advancement of Science Teaching (CAST) and at Dallas ISD's STEM Expo.
Twitter: @MsJohnstonSci
You can support Ms. Johnston's classroom at http://www.donorschoose.org/Tennille.Johnston
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3 comments
Dear Ms. Davis,
Thank you very much for bringing the experience and insights of the educators on the impact of the hybrid system in the just-passed academic year on students and teachers alike. As an immigrant dad myself, I have also observed the challenge some teachers had on using the technology and supporting parents who had no know-how about technologies before. Specifically, for immigrant parents who do not speak English and Spanish, it was frustrating to understand the instructions and support their kids. On the other hand, I think the total lockdown could have created an opportunity for many parents to give attention to their kids’ education. So, in my opinion, I would say the impact of the pandemic on the quality of education could be mixed – creating a positive impact on those kids who have educated parents, and a negative effect on those kids whose parents are not educated.
Thanks,
Kassahun
Ms. Johnston I do agree that hybrid teaching was a test. I can relate as my school and school community experience internet connectivity issues; and on some days students working remotely would be missing from class while students working face-to-face had anxiety due to fears of contracting the coronavirus.
I had to reassure in-class students that everything would be great. As time passed more and more students opted to work online and i started to question myself; Did I do the lesson justice as I felt lonely communicating with “black boxes or display pictures”. It lacked the feeling of in-person interaction as well as the “check-in” factor which allowed me to gauge their level of concept comprehension. I know this was hard on my grade 3 students. I am currently engaged in face-to-face summer classes to ensure that all my students are ready for grade 4. (special attention given to the students who missed plenty classes)
I totally agree that hybrid teaching was a challenge. I can relate as my school and school community experience internet connectivity issues; and on some days students working remotely would be missing from class while students working face-to-face had anxiety due to fears of contracting the coronavirus.
I had to reassure in-class students that everything would be great. As time passed more and more students opted to work online and i started to question myself; Did I do the lesson justice as I felt lonely communicating with “black boxes or display pictures”. It lacked the feeling of in-person interaction as well as the “check-in” factor which allowed me to gauge their level of concept comprehension. I know this was hard on my grade 3 students. I am currently engaged in face-to-face summer classes to ensure that all my students are ready for grade 4. (special attention given to the students who missed plenty classes)