Connected and Coping: Parrott students and teachers learning online

Parrott Spanish teacher Carrie Carman-Jewers and her twins Emma and Oliver complete daily schoolwork at the kitchen table. Submitted photo.

When the busses rolled out of Parrott Academy on Friday, March 13, it was the end of the day, the end of the week…and the beginning of an experimental chapter in online learning for the independent school. Headmaster Bert Bright had announced a “transition to an on-line learning environment” in response to the Covid-19 epidemic.

By Monday the 16, all of North Carolina’s schools were striving to educate students at home rather than on campus. “It’s definitely been a learning curve,” commented APA Upper School Chairperson Robert Kravitz. “At first, teachers and students were a bit overwhelmed, but they’ve done an excellent job of continuing to move forward, adapt, communicate, and work together.” The school administration allows each teacher to choose from a range of online platforms: Zoom, SeeSaw, Youtube, and MyTeams, among others. Middle and high school students have had to up their tech savvy.

Last year, APA seniors enjoyed hanging out in the cafeteria, celebrating the approach of graduation. This year’s seniors miss being with their classmates. Submitted photo.

“It’s definitely been an adjustment to organize my work from all these different places. But it’s preparing me for next year at college, when my professors will do the same thing,” said Alli Grant Avery, president of the APA Student Government Association. Teachers, too, have had to learn new platforms but have constant assistance from the school’s IT coordinator Candi Beaman. She said, “The help requests have been ebbing and flowing, and I think are finally leveling off.” Teachers have also found how much time it takes to videotape class presentations, conduct online discussion groups, and collect assignments that have been emailed or often photographed and texted.

Giving feedback through email or individual phone conversations keeps many busy into the night. And many have their own kids at home to care for. Every subject area and grade level requires unique teaching methods. AP Chemistry students watch teacher Marie Swann’s video of her smartboard screen as she makes notes solving chemistry equations. Spanish students practice speaking via Zoom, coping with a slight audio delay. English and psychology students continue to have class discussions and see each other just like in school. Orchestra students do a mix of music theory, listening assignments, and at-home practice, while art students work on projects at home and email or text the teacher questions about techniques and shading. One elementary teacher continues to celebrate each child’s birthday with her classroom’s traditional song and game.

Sophomore Landon Kearney’s online chemistry project demonstrating molecular bonds with marshmallows and bull clips. He emailed the photo and explanation to his teacher. Submitted photo.

What are they missing? For students, it’s seeing friends in the halls, casual talk with teachers, and all the extracurriculars. One varsity coach, says “It’s heartbreaking for our senior athletes.” And 12th grader Natalie Christiano admits, “I feel like I’m missing the experience of senior year at school.” Students from elementary through high school say they long for” the learning experience of having a teacher in front of me who can easily answer my questions. I’m not missing content or quality learning, but this isn’t the same as in-person instruction. And I miss the rigid schedule, the organization and detail that my teacher creates in the classroom.”

But what are they gaining? “They’re learning to meet a challenge and problem solve,” says middle school counselor Crystal Lewis. “Our teachers are at their most creative now, and are staying really accessible to their students,” notes Middle School Chairperson Lee Adams. “They’re also getting grades on the work they do. That helps them buy into the meaningfulness of their studies at this time.” Because of Parrott’s traditional semester system, students had completed 75% of the year’s work in each subject area by March 13. Having a school routine gives parents and students “a little bit of normal in a situation that’s anything but,” said one APA teacher.

“I’m sure it’s hard for my students to get up for an 8:30 class. But it makes me happy to see their sweet faces. And most of them are smiling.”