This article originally appeared on the Touro College Graduate School of Education News site and is reprinted with permission.
My experience during this pandemic has been surreal. As the director of early childhood education for District 31 at The Richmond Pre-K Center, part of NYC’s Department of Education, I never imagined I’d be leading and making vital decisions related to COVID-19.
My staff and I had to immediately shift our way of thinking in order to perform our responsibilities in a new way. As educators, practicing social distancing during a pandemic while implementing digital learning with our 3-K and pre-K students is overwhelming. Grappling with this reality, we quickly implemented the word “flexibility” into our vocabulary and adapted to our new normal, accepting that things around us are changing by the minute. Being flexible gives us the opportunity to leverage the power of our emotional intelligence in order to stay grounded and focus our minds on building the future.
I applaud my district leaders and staff for leveraging their innovative skills to go above and beyond the call of duty and utilizing technology, including Microsoft Teams and Google Classrooms, to get our very important job done efficiently and effectively. We keep our students engaged by enabling them to interact directly with their teachers and fellow classmates via these virtual platforms in discussions on various topics. During our virtual meetings, our teachers create visual simulations of their classroom environment in order to deliver critical instruction, host live read aloud sessions, post videos of various activities, and lead singing and movement sessions for students to follow along with. Our teachers also model how to complete a variety of tasks related to science, literacy, writing, art, and math projects during these meetings.
Together as one, albeit separated by distance, we’re strategically maximizing the impact of education for our children during this unprecedented time.