Sandra Day O’Connor High School
25250 N. 35th Ave. Phoenix, AZ 85083
Volume 19. Issue 1. February 2021
thetalonohs.com
COVID-19 and OHS:
Building a “new normal”
see pages 8 and 9 Artwork by Heaven Parson
Adapting to COVID changes in classrooms “It is weird because I feel like the number of kids that are pulled out for Switching back and forth quarantine is growing each from online and in-per- day. It is a little alarming. son learning, constantly It is a little scary. I guess changing guidelines, and the concern is, is it ever goan ever growing fear about ing to end? Is this the new whether or not everyone is norm?” said Dena Davis, safe, the 2020-2021 school art teacher. “This is a lot of year has been intense work for teachers to keep and confusing. Leading up with. So, my biggest the pack of students are worry is that this is not OHS teachers, mentoring, ending, and it is just going teaching, and encouraging to continue the whole year students throughout all of the way it is. It is exhausting keeping up with it all.” the craziness. All classrooms have a mix The constant changes and underlying feelings of online and in-person of uncertainty have made students, forcing teachers to adapt to the differencEach day, teachers are giv- es in the environment of en an updated list of which their students. “I think it is hard to students are learning from balance making sure the home that day. As new students are exposed to the kids on Zoom are engaged, virus, and others are done while also trying to make quarantining and can re- sure the kids in class are turn to school, this list is engaged. It is hard to get those kids on Zoom to altered every day. By MACY SANCHEZ
News/Features Editor
participate as much as the ones in class. So, it is very hard as a teacher to balance doing both, and doing both well. I just feel like for those kids online, doing art through Zoom is not the same as in person,” Davis said. Online students are working from home, not in a classroom where a teacher can see them all of the time. As a result, these students are trying to learn while having numerous distractions directly adjacent to them. These distractions and lack of supervision have presented numerous challenges for teachers. “It can sometimes be a little bit annoying to instruct my online students. Only because when you tell them to put their cameras on, some do not want to. Or, they are laying down on their bed and they are sup-
posed to be drawing. And then they want to turn their cameras off, and I do not know if they are really working,” Davis said. “It is annoying and kind of aggravating in a sense that I think when they are at home, that learning environment is so different and you cannot control it.” While teachers technically have one class to teach each period, they essentially are teaching two separate groups of students: online and on campus. Because of the different environments and necessities of these groups, catering to each is tough. “I feel like I am not reaching either group as well as I could. I feel like I could manage online well. But the mix of the two, I constantly feel like I am not doing a service to the kids online as much as they deserve, or the other way
around,” said Sara Godby, spanish teacher. “So, it is kind of that constant crushing agony of ‘I’m failing these people.’” Whether it be from increased anxiety or a lack of wanting to participate, students learning online are generally less talkative than those in class. “People are a bit too hesitant to ask [questions] online, and it is a lot easier for them to ask in person. I think some kids are kind of missing out on that, which is unfortunate because sometimes you cannot tell what is happening until all of the sudden they fail a test,” said James Burton, chemistry teacher.
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