Bursting the Bubble – Justin Schembri
Never before has our educational system witnessed a series of challenges with little or no adequate solutions.
This is a critical moment to reflect upon, not only how past choices (when shifting towards a remote learning system) affected children, but how our educational institutions can adapt to a different scenario where and if children attend school during this unprecedented period. The current COVID-19 pandemic presented a situation to which this country needed Ministerial leadership, guidance, and a well-planned way forward, but what we have been enduring throughout these past months since the virus hit schools, is a lack of vision and a sense of assurance amongst parents and educators alike, with both teachers’ unions urging government to take a step back.
A recent press conference addressed by Profs Charmaine Gauci and Dr Frank Fabri – interestingly Minister Owen Bonnici was not present for possibly the most important moment since taking over the MEDE – and recent guidelines or lack of published since, failed to establish a much needed direction. More so, we have no answers but more questions brought forward by educators and parents who have been worried since the virus pushed schools to a closure late in March. It seems to me, and other professionals working in the sector, that whoever (could it be Bonnici’s useless Think Tank?) is designing the said guidelines has never set a foot in a school, let alone a classroom, since their dreadful solutions have too many shortcomings. Here, I intend to highlight some of these.
So, first and foremost, as expected, we learned that students are being asked to wear face masks on the school premises (those over 11 are to wear them even in class) and use hand sanitizers continuously. More importantly, the emphasis is on the way classrooms are to be turned into bubbles to minimise the chances of spreading the virus. However, what’s not being told is that the main reason behind these classroom bubbles is not to protect children and educators ,but is specifically designed to have an efficient and an easier way of contact tracing should any contact with the virus occur.
The idea that the bubble is a measure of protection ceases to impress me because whoever understands how a school operates knows that you simply cannot keep a group of children in a safe bubble when the majority of state schools have limited spaces and are overpopulated, more so when children must exit one bubble and enter multiple others after school hours, if not even during the day. One still cannot comprehend how such a system can work effectively when a teacher is on sick leave, on timeoff or forced to quarantine. In that case, are we allowing a substitute teacher to take over, that
“This is absurd because a hybrid system cannot be applied easily as a teacher’s priority is to control the classroom and to deliver content; it is practically impossible for one teacher to reach out to a group of students who are online and teach in a physical setting at the same time.”
same teacher who may also be asked to do the same a day after, in a different class? Same goes for peripatetic teachers, shared teachers, and subject teachers in a secondary environment. And where do Learning Supports Educators figure?
Another issue with the suggested bubble is related to school transport, since we are not limiting one vehicle for every class. In that case, what will happen on school transport is to ditch the ‘safe’ bubble and hope for the best.
It had been suggested that school administrators should work around the existing timetables, and amend them accordingly to minimise the number of students in each class, a task school administrators are now forging ahead with just weeks before school starts. They also looked into the possibility of adopting a hybrid system where some are following via a virtual means while the rest are in class against the recommendation of unions.
This is absurd because a hybrid system cannot be applied easily as a teacher’s priority is to control the classroom and to deliver content; it is practically impossible for one teacher to reach out to a group of students who are online and teach in a physical setting at the same time. It is utterly insane for someone to think a teacher with limited digital tools and resources (which were not upgraded to face these new realities) can do this, taking into account misbehaving and challenging students alongside others with learning difficulties. The same goes for online or remote teaching if teachers are not given adequate tools.
Up till now, we have not been given enough information yet on how students can follow up with their peers if and when they do not attend school, a possible scenario since parents will not be fined if they do not send their children to school, which in itself is a decision which may have an increase in absenteeism unless these students are obliged to attend virtually in one way or another, although it seems that the government will rely on teleskola, but not necessarily following their teachers. This may be the reason behind a call for teachers to enrol themselves in a collective task to record syllabi for year 7 to 11 for all subjects, a call only published last week, practically 4 to 5 months late.
I determinedly believe that schools must reopen, but there should have been a better plan. We cannot simply ask school administrations, stakeholders and educators to execute this non-existing strategy, even though the majority are professionals enough and are working around the clock to make it just in time. Let us all remember that education for all is a fundamental right to children, and we have a duty to do our best. We cannot afford to merely hope for the best when MEDE had 6 months to plan thoroughly. It is high time we burst the bubble and call a spade a spade.