A Peek Behind the Plexiglass
Faculty and staff on working in a pandemic.
January 2021
With barriers between desks and masks covering gap-toothed smiles on first graders' faces, school this year has looked very different than anything our teachers could even have imagined when the COVID-19 was first detected in the U.S. a year ago. The editors of Buzzwords invited faculty and staff to share their experiences and what they’ve learned in this new normal.
Susan Kehoe, Grade 3 Teacher: I am actually surprised at how comfortable the boys are with navigating Seesaw and the ease they are having with completing the work. All are doing a fantastic job doing so independently.
Kate Bancroft, Art Teacher: I was surprised by how fun it can be! Of course nothing is quite as magical as being in our beautiful art room, smocks on, all together, but some things haven’t changed. The boys bring the same energy, enthusiasm and love to their online art classes.
Michael Klein, Math Department Chair: There have been wonderful moments of connection online. I have been reminded how resilient and flexible the boys are and what they can adapt to in learning how to use and learn with Canvas.
Ian Hochberg, Latin Teacher: I like equity that comes from utilizing functions such as private chats, breakout rooms, and hiding non-video participants, which in some ways allow for more student voices than in a traditional classroom. I am in awe of all my students’ resilience and engagement in this most unusual school year.
Maggie Olney, Science Teacher: This online format has made it easier to personalize the students’ learning. Since activities and projects are always available, students can work through assignments at their own pace. It has encouraged and enabled me to continually create a student-centered classroom.
Anna LaSala-Goettler, English Teacher: Without sacrificing integrity or focus, we are, I think, more patient with one another. In English class, I notice this grace when we read. I notice it when we ask questions of ourselves and of the text. I have also witnessed a kind of playfulness, a joy in flexibility and trying new things. I look forward to the laughter — even the muted giggling — the unexpected delight, the relief that comes with revelry.
Jessi Soles, Counselor: Boys step up and schedule their own meetings with me to check-in about how they are doing, both at school and in life. I have been floored by how they take responsibility for their well being.
Amy Anselmo, Director of Wellness: I have been so impressed with the power of these groups and the connections that can actually be formed over Zoom. It has been great to see our students smile, laugh and make memories.
Joan Gillman, Science Teacher: When deciding on projects and assignments, I had to be cognizant about what materials the students had available to them at home. In many cases, I needed to suggest a variety of options because not everyone would have access to the same materials.
Judit Resika, Math Teacher: Using a virtual white board (Jamboard) and sharing the screen took over the board and markers. Preparing for a class includes uploading videos, materials, online games’ links, discussion questions to Canvas. The online environment has made me more flexible and patient.
Katy Varughese, Kindergarten Teacher: Online learning challenges me to think about my priorities for the learning that needs to take place in very specific blocks of time. Without the wiggle room to casually tweak the schedule, I have to be more intentional about my plans and might I venture to even say more organized about my execution.
Ms. Olney: I’ve always enjoyed seeing the creativity and imagination that the students bring to their projects, but this year especially I’ve seen the students relate what we’re learning about to their day-to-day lives.
Sandra Martinez, Spanish Teacher: Learning to evaluate what works best for an online teaching setting has been a big change for me. I use Canvas to organize the curriculum, VHL language platform to assign listening, speaking, and writing activities, a virtual whiteboard to teach grammar, Google slide to present and read images in Spanish, YouTube for videos, and so on.
Adam Giordano, Drama Teacher: In drama class, during in-person weeks, when we were unable to do “live” physical/emotional exercises, we ended up doing quite a bit of writing. It was a good way for them to think about and more deeply understand the concepts we were trying to apply to our work as actors.
Lucy Warner, Music Teacher: Transitioning from 'active music' to 'interactive music' led me to new, creative ways of teaching the boys—forging ahead with new types of musical adventures, that might not have happened in the regular 'live' classroom setting.
Theresa Rodriguez, Director of Office Services: The biggest challenge is overcoming back-to-school anxiety! However, realizing that I work with some of the most amazing colleagues and together we ensure that all adhere to the new rules and regulations so we could all be safe and continue to remain open.
Mr. Klein: It was a challenge to be patient until the new health and safety protocols were second nature for me and then I was able to “be” with the boys in-person.
Ms. Varughese: As a Kindergarten teacher in a pandemic the issue is keeping five and six year old little boys reasonably apart. Surprisingly, after the first couple of days together, the boys acclimated to the need for greater distance and awareness when interacting. Handwashing, mask wearing, and new seating arrangements were implemented from day one in a friendly and developmentally appropriate way that did not feel threatening to the boys.
Ms. Resika: Grading an uploaded photo of a handwritten math test on the iPad is very challenging. It takes much longer than grading a paper test.
Mr. Giordano: Keeping the boys present and on-screen when they are in class and not presenting work—both in drama and public speaking—has been tough. One thing that has helped ease it has been to remind them that keeping their cameras on, being fully on screen, and giving considered attention to their classmates’ presentations and performances is a matter of respect. It is respect that every student in the class wants and deserves.
Ms. Kehoe: Using Zoom certainly has its challenges, but the boys are really enjoying the features of it such as the breakout rooms. We use these breakout rooms for smaller discussions and/or conversations, but the boys also love being together doing their independent activities and supporting one another through their work.
Ms. Gillman: My kitchen at home has literally become my science lab. I never dreamed that I would still be able to do investigations at home and explain complex, scientific concepts. The best memory I have is when one of my students stayed online after the class ended to thank me for all of the fun activities and investigations we had been doing. It can’t get better than that.
Mr. Hochberg: I didn’t expect to feel so gratified by my weeks at Browning with my pod. In the fall I realized that I needed the face-to-face connection as much as they did. Spending time with these boys in Central Park, playing number games, and talking about Browning values felt more enriching than I imagine they would have in a pre-Covid school year.
Ms. Soles: I am grateful for gathering as a whole US community for assembly over Zoom. It’s always so fun to see the guys having fun connecting with one another.
Ms. Varughese: Because we are using the Owl camera technology, our remote learners are able to participate and talk in real time during lessons, meeting times, and read alouds. Friendships have been made and our youngest learners are excited to come to school whether digitally or in person. They certainly inspire hope and healing in a tenuous time.
Ms. Rodriguez: I never thought that having door duty every morning would put me in such a good mood because I am far from being a morning person! And to get a smile from Middle and Upper school students every morning confirms that all the precautions that we have taken just for them to be in school was all worthwhile.
