School shares its online experience: ‘…it’s possible but the social connection is sadly missing’
Sacred Heart College's learners and educators share how their online learning is going.
The lockdown has introduced us to a new way of life. Schools, playgrounds and parks are empty, which means children are limited in their exploring because they are bound to one place.
They are also unable to attend school.
As many parents have expressed their concern about their children’s education and them missing out on lessons, some teachers and schools are using online resources to continue teaching.
The GCN talked to Sacred Heart College, one of the schools that has been conducting online learning from before the lockdown started.
Sacred Heart College’s head of college and principal Heather Blanckensee said they are proud of how parents, teachers and learners have come together during this difficult time to ensure that learning continues.
She said it was not difficult for learners to adapt to the new way of learning because the school had started with online education in 2012.
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“We are privileged that we have been able to continue learning. We are using a combination of WhatsApp, Seesaw, Microsoft Team, Google Classroom and even a radio show for our refugee programme.
“We are able to build on our existing platforms that were used at the school,” Blanckensee said.
“In 2012 our pre-primary school explored the use of iPads in the classroom and in 2013 all our Grade Sevens became part of an iPad project.
“This meant that the transition to online learning in Grades Four to 12 was less difficult and instead of the iPad supporting the delivery of the curriculum, it has become the primary tool. Teachers also use Google Meet to engage face to face with learners.
“Parents’ WhatsApp groups in addition provide support and alert us to concerns.
“In this way we have been able to meet our commitment to deliver the curriculum, maintain connections and build our community.”
She said they are happy that their learners are able to continue learning, but it can be a challenge to others.
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“At its best, online learning gives learners access to resources that they may not otherwise have access to. It is an excellent way of supplementing classroom-based learning.
“It also allows children who are unable to attend school due to illness to feel part of the school environment. It encourages independence and ownership of learning,” she said.
“Perseverance and resilience are also important skills that are developed by online learning.
“Online learning assumes access of all students to resources so at its worst it creates a significant divide between those who have access and those who do not. It perpetuates the inequalities inherent in our society.”
The GCN asked if learners are responsible and logging in every day for their lessons.
“We are very happy with the way in which children are logging on.
“Parents inform us of connectivity issues and power outages or anything that may impact on their child’s learning that day.
“Our teachers all post a register question at the beginning of the class which allows them to assess who is not online.
“Our grade coordinators and deputy principal then follows up,” said Blanckensee.
Like everything that is new, online does have challenges.
Blanckensee said not everyone can afford WiFi and data.
“We are providing data to those learners and teachers who struggle. We are also finding alternate ways to assess learners’ work that is reliable and reflects the learners’ engagement and learning.
“Another significant challenge is providing the emotional and social support that learners get at school from their teachers and peers,” said Blanckensee.
She said other normal extra curricular activities are on hold and that has an impact on the learners.
“The school has also put in place platforms where learners can get help, for example our online pastoral care response.
“This aids in mediating the disappointment of learners and helping them manage loss. Consider for example the matrics who have seen their matric rites of passage, like the matric dance which is moved or cancelled,” said Blanckensee.
Sacred Heart College Grade Four teacher Gabriella de Souza also shared her challenges of teaching online and how she had to restructure and change how she prepares for lessons.
“Online teaching and learning has changed my lesson preparations in a number of ways.
“Lessons now have to be presented virtually and this has required much more preparation than any lesson I have taught in the classroom. Lessons need to be more interactive and fun.
“Therefore, I have had to recreate all of my worksheets in a way that each student can access and edit it online,” she said.
“Each of these worksheets has to be accompanied by videos, Power Point presentations and voice recordings so that each learner is able to work independently and know what is expected of them with minimal help from parents.”
Online may not be easy for everyone as some learners still need to adjust.
De Souza said no learner is left behind, hence they have put a number of strategies in place to assist learners who are struggling.
“A number of strategies have been put in place to assist learners who are struggling with aspects of our curriculum.
“Thankfully, we are able to schedule one-on-one meetings with our learners where we are able to go through the work with them via Google Meet or Whatsapp video or voice calls.
“I try to check in with each of my learners every two to three days to see if they are coping with the work.
“They are also able to contact me throughout the day with any questions or help they may need,” said de Souza.
The GCN asked her what challenges she has experienced.
“The biggest challenge was getting each one of my learners connected. Many households have one device which is being used by parents for work or older siblings for schooling.
“Thankfully with Google Classroom being accessible from many devices, we were able to connect each and every learner,” she said.
“However, many learners are only able to access these devices in the evenings or over weekends to complete their work.
“We have had to therefore adjust submission dates for assignments to accommodate each family and their different needs.
“Another challenge we are facing is assessing the learners in a way that is most accurate.”
Grade R teacher Heidrun O’Shea said her work has also presented different types of challenges.
“My lesson preparation has changed completely. As a Grade R teacher all my communication is via the parents.
“Every morning I send suggestions for what parents can do with their children,” she said.
“They consist of math literacy, fine motor skills and extra fun things the children can do.
“There is plenty of technology one can use, but you have to consider what parents can access before planning lessons.”
O’Shea said her challenge is not her learners but parents.
“My challenge is that some parents are teaching the wrong things.
“They are not following the instructions given and that is a challenge for the children because they rely on them to give them the instructions. But I always find ways to correct them.
“Also the teaching of the letters of the alphabet needs to be done phonetically, and I don’t know if parents are really doing it correctly,” said O’Shea.
Learner Zoë Nkabane said they had to adjust to the new way of learning.
Zoë said she misses being in class and interacting with her classmates.
“Online learning is okay, I just go with the flow. I miss seeing my teachers and the class engagement,” said Zoë.
She said it’s not all bad and there are advantages to it.
“I like the fact that I can work at my own pace. I discipline myself when it comes to finishing my work by just doing it,” said Zoë.
Her mother Palesa said it has been interesting for her as a parent, but it has also been challenging for the children to adjust to the change.
“I let her do her work by herself and I’m just there when she needs help. I will call the teacher when she needs assistance.
“I also encourage her to adopt a plan to get through her work, but I think she performs better with the teacher because they are able to stretch them within curriculum boundaries,” said Palesa.
She said they are grateful as parents that their children can continue with school.
“Online learning does work and it’s possible. But the social connection is sadly missing,” said Palesa.
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