Research shows kids are missing more class time than before the pandemic. Students are also severely behind in reading and math yet can hardly sit still after three years of shape-shifting school days. What an American school day looks like post-COVID:
Allardice anticipates spending the day teaching the school’s youngest kids how to read sentences like “Is the ant on the fan?” and “Is the fat ant in the tin can?”
Vice Principal Ruby Gonzalez looks at the student Pandemic Reflection Project that is displayed at Downer. She notices a boy’s face is swollen and pulls him to the side. She feels his forehead, asks him if he’s feeling OK, if he was playing out near the poison ivy. He says he was playing there and it feels like a mosquito bit his face. She escorts him to the school nurse.
It’s emotionally grueling but gratifying work, Crews says, as is the job of supporting her own staff’s mental health. Kids with lots of Dojo points can exchange them for prizes such as a gift card to Chick-fil-a. These incentive systems, Ms. A says, help reinforce the behaviors and habits – from respecting others’ physical space to coming to class on a consistent basis – that many students failed to learn because of remote schooling.Ashley and her classmates at Cora Kelly are in math class with the other third grade teacher.
Ashley pastes an image of a large water bottle under the wrong label – gallon when it should be quart. She quickly realizes it’s a mistake and tries to unstick the image. Ashley, who in her spare time loves drawing and making jewelry and collecting rocks, is careful to reposition the square so it doesn’t cover the face of a girl displayed on the worksheet.Mr. LaFleur tells the class they'll review skills for a state math exam that will cover multiplying, long division and fractions.
Crumpled papers are crammed into an empty desk belonging to Jayceon Davis, a student at Nystrom Elementary in Richmond, Calif. Ashley Soto, a third grader at Cora Kelly School in Alexandria, Va., listens to instructions with her classmates as they learn how to ride bikes during physical education.It’s just before recess and lunch in Ms. A’s class. She issues constant reminders to pay attention and be quiet. Yet some students lie on the ground, chit-chatting. Others make animal noises, gobbling like a turkey and grunting like a monkey.Eventually she says to the group:I think we need to refresh. Everyone’s a little tired.
Despite all the distractions, she successfully engages most of the children in a game that quizzes them on their reading skills.Gathered at a half-moon-shaped table in the back of Lisa Cay's third grade classroom atin Falls Church, Virginia, four students sound out rhyming words – search and perch, dead and lead – as they review phonics skills ahead of the state's reading tests.
Whipping out her walkie-talkie, she tells school leaders to prepare to pivot if the troupe doesn’t arrive in time before dismissal. Crews then unzips her black fanny pack – filled with Band-Aids and plastic gloves and Cora Kelly-themed play cash – and pulls out a bottle of Excedrin. Crews takes two. “It’s been a long day,” she says.
Ms. G is familiar with students who are behind on reading. She spends most school mornings teaching fourth, fifth and sixth graders how to read words using phonics, which is new to Downer this year. Ashley wasn’t always this confident. She needs glasses and while she proudly wears a pair of pink frames now, during the pandemic her vision problems went undiagnosed. Schools usually provide vision screenings but they were one of the services that went away with COVID closures. Her inability to see the screen and understand homework left her feeling frustrated and defiant.Maria Bustos picks up her son Erick from Ms. G’s class.
Vice Principal Ruby Gonzalez talks with a young kindergartener who is throwing a fit in a Downer hallway.
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