Challenges in Teaching and Learning Continuity Amid Pandemic
Ellen Grace T. Lagrada
We are living in the middle of a massive educational crisis, which might be one of the most serious challenges to education in our era. W e were already in the middle of a global education predicament, with a lot of students going to school but not learning the skills they need to be successful in the rest of their lives.
We should be concerned about at this stage of the crisis, which may immediately impact students: (1) loss of learning and (2) heightened dropout rates.
Many students', parents', and teachers' lives are drastically disrupted when the school year begins late or is interrupted. Much may be done through remote learning strategies to at least mitigate the destruction. Many students lack a writing desk, reading books, cyberspace access, laptops at home, or encouraging parents. Others, though, do. We need to avoid allowing those disparities in chance to widen, which would cause the crisis to have an even greater detrimental impact on poor student’s development.
Teachers adopted curricular materials, delivery methods, and assessment systems to accommodate and engage learners while maintaining academic goals and alleviating unnecessary stress on their students. Teachers were confronted with this responsibility with little to no adaptive skills to depend on, as few had prior experience with distant education. Distance learning is becoming more popular to teach academic content and behavior. Most teachers don't have a lot of knowledge or skills about how to teach content and behavior through distance learning, but they do have a lot of knowledge and skills about how to do that in a traditional classroom setting.
Distance education was difficult and emotionally taxing. Teachers suffered in their professional roles due to their personal processing of the epidemic and its impact on themselves, families, and friends. The transition greatly challenged teachers in remote learning because they were compelled to rethink curriculum and evaluation. Once again, previous adaptive abilities were insufficient to support a perfectly natural and intuitive reaction.
The author
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is Teacher I at Ipilan Central School, North Brooke's Point District, Schools Division of Palawan, MIMAROPA Region