Teacher - Loraine

I have been teaching for over 20 years, and saw a big change in our education systems, before, during and after the pandemic. As educators, we thought things would go back to normal after the pandemic. Of course, we didn’t expect this change to happen right away, but we expected things to look up for us.

We lost a lot of good teachers, due to the hardships of teaching online and not being able to get students to engage with us the same way they did when we were in-person. I don’t know what changed… was it the overuse of technology during the pandemic and not taking those training-wheel like supports off? Was it because we were inflating kids' marks, thinking it was equitable due to students not having technology? How do we go back to what our system was? Everyday feels like a battle, almost drowning in the sea of student needs and requests, all while trying to balance parent, administration, and superintendent demands. I really struggled as a young teacher as I saw a shift between pre-pandemic learning and post-pandemic learning. Eventually, new graduation teachers were considered senior teachers as the older educators started retiring early due to the change in job expectations. The overwhelming need to incorporate technology into every aspect of our lessons and classrooms really took a toll on the quality of teaching and learning that was being administered in schools. To this day, we see a big gap in the students' knowledge, social skills and initiative to take their learning into their own hands.

As an educator who experienced teaching and navigating through the uncertainty of the pandemic, I now find myself navigating a new era of uncertainty in education and implementing and adapting to the drastic reforms sweeping through our schools. We went from having to use technology for everything to only being able to use them for certain lessons. It’s as if I was transported to a time during my own schooling where playing a video in class or watching a movie was more of a treat than an everyday occurrence. I feel that we have found a new balance between using technology and textbooks in the classroom.

One of the most notable changes during this new era is the introduction of dedicated instructional time during school hours, a shift away from the traditional model of assigning homework and independent study. This new approach affords me the opportunity to engage with my students directly, delivering content and guiding their learning in real-time. This also allows teachers and students to have a work-life balance as we are only allowed to use technology within the school building. This was a game changer for me as a teacher, as prior to 2035,  I was working until all hours of the night trying to prepare for my classes, but now we only plan and mark during the times where students are working.

As a result of these technological changes, the concept of the flipped classroom has become a cornerstone of our instructional methodology. Class time is now dedicated to interactive discussions and hands-on activities. This innovative approach not only enhances comprehension but also fosters a deeper connection to the material, empowering students to take ownership of their learning and become active participants in their educational journey. I believe this also helps our students with their critical thinking skills as they have the opportunity to enhance those skills in school without the constant technological interruptions of Tiktok and the games they were constantly playing during class prior to this technological ban.

As an educator, I've witnessed firsthand the transformative effects of stricter rules and regulations in the classroom. The implementation of these measures has brought about a significant shift in classroom dynamics, fostering an environment where students are more focused and actively engaged in their learning during instructional time. I have also found that students are physically present when engaging with their peers and teachers, which has dramatically shifted the ways in which teachers and students alike are treated in school settings. Prior to this technology ban, students were actively ignoring their teacher and refusing to engage with their peers, especially if they were not friends outside of the classroom, however, it is now evident that students are finding other ways to make connections beyond social media. One of the most notable aspects of these stricter rules is the zero-tolerance policy towards academic misconduct. This encompasses various forms of cheating, plagiarism, and even the utilization of AI to refrain from completing class work. By taking a firm stance against such behaviour, we are not only upholding the values of integrity and honesty but also instilling in our students the importance of taking initiative for one's learning and being accountable for the work presented, created, and the grades earned by a student. In addition, the implementation of stricter rules serves to level the playing field, ensuring that all students have an equal opportunity to succeed based on their merit and effort rather than resorting to unethical practices. It fosters a sense of fairness and equity within the classroom, creating an environment where students feel empowered to excel through their own hard work and dedication. Ultimately, the impact of these regulations extends far beyond the confines of the classroom, shaping the ethical compasses of our students and preparing them to navigate the challenges of the real world with integrity and honesty. As educators, it is our responsibility to not only impart knowledge but also to instill in our students the values and principles that will guide them towards success in all aspects of their lives.

For those students who are sent to "traditional schools" as a consequence of academic misconduct, the experience serves as a valuable lesson in accountability and resilience. Stripped of the technological crutches they once relied upon, these students are forced to rediscover the value of traditional learning methods, cultivating essential skills such as critical thinking and communication.

In contrast, students attending "tech schools" are provided with access to technology within reasonable limits, but are required to complete all assignments and homework during class time under my supervision. By refraining from sharing digital resources outside of class, I emphasize the importance of effective note-taking and active participation in the learning process.

While the transition to these reforms may have posed challenges initially, the long-term benefits are evident. Students who were caught cheating and subsequently sent to "traditional schools" return with a newfound sense of self-sufficiency and motivation, embracing the rules and expectations set forth by the new educational paradigm.

Overall, as a teacher, I am encouraged by the positive changes I see in my students as they navigate the complexities of the educational landscape. By fostering a culture of accountability, integrity, and resilience, these reforms are equipping students with the skills and mindset they need to succeed in an ever-changing world. As I continue to guide and support my students on their educational journey, I am confident that they will emerge as confident, capable, and compassionate individuals, ready to make a positive impact on the world around them.