I legitimately broke down and wept.
In my weekly correspondence with families, I sent a survey asking about preferences around communication. In Oregon, the digital learning-scape has meant that teachers are contacting families much more frequently than we would have been if we were reporting to a school each day (for better or worse). We make several phone calls a week, and emails on top of that, and text messages on top of that. A student enrolled at my building interacts with no fewer than five teachers a day. So, theoretically, parents could be getting inundated with information from teachers about all manner of coursework, and it could come off as overbearing and overwhelming. But, if no teachers are reaching out consistently, then this experience could feel even more detached and isolating. I wanted to decipher how frequently families are being contacted and how to improve this inefficient communication system.
I read through all of the surveys which were mostly heartwarming to read. Many families thanked the staff gratuitously for reaching out and helping them, along with providing assistance to their students. One mother jokingly proclaimed her adoration for our staff by saying, "I love my boys dearly, but I realize now I love them even more when I don't have to see them for six hours of the day." But, there was one survey that stood out to me. The parent has simply indicated that times were understandably difficult and they were becoming harder for their family. She didn't elaborate or give specifics. But, then, I thought back to last week's assignments and I remembered her daughter turning in her work late...uncharacteristically late.
Late work means nothing to me in this foreign land of education. I am not going to penalize a child for submitting quality work after the "due date." But, an assignment can sometimes be an indicator of how a student is doing. By this time in the year, I know my students well enough to know that when assignments are getting routinely turned in late, when they were always on time before, that something might be going on. An assignment right now is proof of life. It is one of the only ways I am able to determine that another life form exists on the other side of this God-forsaken computer screen. And, her work had been "late" all week.
Mom had also indicated that she would prefer that I talk directly to her daughter, so I texted mom to see how I could potentially reach her daughter. She outright handed me her phone number and said she had no problem with me reaching her daughter that way. I decided to text the student through my email (a fun trick my husband showed me) and I shot her a text. She texted me back quickly and because we somehow program our children to respond in the same fashion every time we ask them how they're doing, I got back the standard "I'm good!" response. But, mom had already tipped me off to her daughter's emotional state and hitting a "rough patch" recently, so I tried again. This time I asked her, how are you REALLY doing? She texted back: Honestly, I've been a little down lately. We proceeded to exchange several text messages back and forth trying to air out her emotions.
She expressed what several students have expressed. They report feeling "sad," but add, "not like sad...sad. Just like, down." They report feeling worried, asking me, "when will this end? Will I be able to see my teachers again? When can we go back to school?" They feel anxious, wondering, "Will we be starting school in the fall? How long will this last? I just want things to go back to how they were...." They report feeling unfocused and even with a routine and dedicated time to work on school they feel distracted. They say everything feels overwhelming. (Gee, it's almost as if they're humans trying to survive in the midst of global trauma.)
At this point, I knew I wasn't going to get anywhere with asking her about assignments. I knew she would assure me she'd get to them because she inherently wants to do well and wants to reassure everyone around her that all will be well, even if that assurance comes at her own peril. Instead, I tried a different approach. I asked her when was the last time she felt like she produced something meaningful? She told me about some music she'd been writing and some art she'd done in the past week, or so. Her creative soul has delivered on more than one occasion in my class, so I asked her, "Do you think that instead of answering/responding to the question sets for The Outsiders you could try to write one mini-song, maybe a chorus or something that would coincide with each chapter?" While I was waiting for her response, her mom texted me back to say, "My daughter just squealed with joy over you texting her. Thank you for bringing a smile back to my daughter's face."
And, that's when all of the emotion I've been bottling up came pouring out of my eyeballs.
I cried because my job has become the hardest thing I've done in 13 years. I cried because I'm scared of what's going to become of the profession I love and I'm worried about the future for all of us. But, mostly, I cried because I miss the magic of hundreds of genuine connections made within the confines of my classroom walls on a daily basis, especially between the months of March and June. I cried because of all of this.
Distance Learning is an emotional journey. Disappointments, frustrations, and irritations abound on the daily. But this one interaction with this one student cracked the surface of hope. The hope that powerful connections can still be made. It's not too late in the game. Even when we feel as if we're losing our students, our community, ourselves, one student comes along and helps us realize that all is not lost. We still need our students - more than ever. Our students still need us. The relationships we worked so hard to build and maintain are there - even when they’re obfuscated by the layers of screens between us. Just knowing that, that right there, is a win.