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What It Would Take for Me to Seriously Confront Pandemic Learning Loss

November 7, 2021

Top of the list: Maximum of twelve students per class— which would allow me to devote serious time to individualized instruction while not having many other students wait on me because I am having to spread myself too thin. My smallest class is 26 students, only because an average of 2 or 3 students withdrew from a couple of my classes and reduced the original 28-29. In order to help students recover from the chaos of pandemic-disrupted learning, teachers need the smaller class sizes to afford them to be more direct, accessible role of tutor.

Nixing annual standardized testing so that students are not losing roughly one-fourth of their instructional time during the school year to an overpriced, overhyped waste of time, energy, and money. A shift toward grade-span testing would be a beefy first step.

Students arriving on time for the school day. Many students are now late to school because bus driver shortage has available drivers spread thin with extended routes.

Reliable technology— or individuals on call who can take care of the issues instantly and efficiently in real time. As it is, I must frequently interrupt class to troubleshoot or write an IT ticket, or both.

Planning time that I do not have to spend the psychological energy defending as necessary to my professional competence. My time to think, move freely, and plan is not substitute-teacher-shortage filler. It should go without saying, but burning out teachers by pushing them into the substitute-for-the-substitute” role actually exacerbates a substitute teacher shortage.

That’s it.

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5 Comments
  1. Linda permalink

    Tangential-
    Testing and privatization provide opportunities too great for public policy interlopers to ignore.

    The Center for American Progress’ former Board chair and current Board member, Tom Daschle, founded the Daschle Group, an advisory of Baker Donelson (info from the BiPartisan Policy Center webpage about Tom Daschle) . Baker has locations in cities like New Orleans. An internet search of, Baker Donelson charter schools, provides a Baker page that includes the following headings among others (1) “Lobbying” – “particularly on the charter school front, our attorneys are integrally involved in drafting legislation and policy and lobbying at the local and state levels.” (2) “Real Estate and Construction” – “We aid in real estate and facility-use arrangements for charter schools” (3) “Regulatory” – “Our team…is skilled at working with regulation boards, particularly for charter schools….” (4) “School funding” – “We also advise on any taxation ,…and public funding concerns for charter schools.”

  2. Amen! I am happy to say that I retired (for health reasons) a year before the pandemic became a thing. These things that you listed should be standard in all schools now and forever. I taught in several schools, the last being a small rural district where class size averaged 15. The difference is amazing, a good teacher (sadly that doesn’t include everyone) can make all the difference for every student when there is time for personal contact! Some of those kids have no one to care other than you!

Trackbacks & Pingbacks

  1. Mercedes Schneider: What I Need to Seriously Confront Pandemic Learning Loss | Diane Ravitch's blog
  2. Testing Resistance & Reform News: November 3 – 9, 2021 – Fairtest

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