CW: assumptions, limited HS-only perspective

So far, my experience as a teacher has been that students whose identities carry a lot of power and privilege have had the easiest transition to remote learning, whether they're getting synchronous or asynchronous instruction... 1/6

...but I've also noticed that my students who face oppression based on their identities are having a rough transition to synchronous lessons, so their teachers have moved to asynchronous lessons.

That way, they can work at their own pace.... 2/6

The rationale seems to be that recorded lessons and reduced assignments let students do the work on their own time; students can balance those demands with other responsibilities/challenges like siblings, part time work, and limited wifi, which is such a valid perspective. 3/6

...but students are having an even harder time with async stuff too.

It seems like when you take away the community piece, it's even harder to want to comply with a system that oppresses you.

Which like... yeah. That makes sense. 4/6

I just can't stop thinking about how important Tchr-Stdnt and Stdnt-Stdnt relationships and interactions have always been for me and my classroom.

And I am having a hard time agreeing with the assumption that learning without those pieces (async) "is best for students". 5/6

Synchronous zoom lessons are HARD, so I don't mean to demean your frustration / challenges.

I also think it's a skill you can get better at - I'm definitely better now than I was five months ago. And if I can help other Ts, I want to.

IDK, It's just on my mind. 6/6