Indefinite.

That’s the word that currently describes the state of our school’s remote learning. What began as a 2-week quarantine has transformed into a vague timeline. It’s no wonder why people have now redubbed this experience as “emergency learning” since the typical planning and preparation that might have gone into this situation was stymied by the gravity of this crisis. We jumped first before we actually knew how to swim.

But as teachers, we are resilient. We can go with the punches. Flexibility. Humor. Patience. Those rarely show up on our job descriptions but are foundational skills for anyone who makes it past their third year in the classroom.

However, we aren’t the teachers any more.

Not really. It’s the parents.

But in my mind, parents are always the first and last teacher of any child. I borrow their children for a few hours. However, parents never recognized their role as teachers, until now. They may have been educating them in their values and beliefs in a passive way, whereas, we as professionals, are intentional and precise with the skills we want them to have.

When I heard these thoughts shared, I felt it summarized the juxtaposition of this moment:

What gives us energy? Not when the work is small and menial and easy. But when the work is big and important and collaborative. It adds up to something. Everything we believe in is now being put to the test.

-Lucy Calkins, Teaching and Leading in the Midst of COVID-19

So true.

I, like so many educators, am looking for wisdom. A beacon light that will guide me through this experience. But not because I don’t know how to teach. Or that the teachers I lead don’t know how to teach. No, they may struggle with the online environment but they are eager to be effective. The motivation is there. But I lean in and listen because I am seeking the insight in how we might pilot families through these stressful times.

In my mind, this is the role of the teacher during this COVID-19 crisis. It’s helping parents claim their legitimate position as their child’s teacher, despite their lack of pedagogical know-how.

We may design lessons and engage with students online but, to the families, who we are and what we do is so much more valuable than that. Our relationship has shifted. They see who were are and what we do differently……

We are trainers. We instruct them in how to set up their child’s schedule and their learning environment.

We are mentors. We build a genuine connection and share stories of their child’s learning.

We are coaches. We collect data from them. They are the eyes and ears of our student’s learning. We urge them into supporting their child’s next steps.

We encourage. We remind them that what they are doing is hard but it will get better. They can do this. Keep the faith in the capacity to figure things out.

We support. We explain what is working and why it’s helpful to do what matters, as many times as it takes. We never give up. We are there for them.

We remember. We remind them that their child was born to be curious and has a strong desire to learn, even if they don’t always show it. They are growing intellectually, mentally and spiritually during this time. It is their human nature to do so.

We acknowledge. We share our gratitude. We smile. We laugh. We give grace.

We are human. 

This is the role of the teacher. Indefinitely.