Since Gov. Cooper ordered the closure of schools on March 14, teachers, principals and central office staff members across the state have been scrambling to transition their educational programs from in-class, face-to-face classrooms to materials students can complete at home.

The initial executive order closed schools for two weeks, with the idea students would return to class on March 30. When schools first closed, teachers were asked to provide two weeks of enrichment and review material. Teachers went to work to put together packets, especially for students without reliable internet – or with no internet at all.

Teachers used online platforms to house instructional materials and to allow teachers to meet with students by using Google Classroom, Class Dojo, and Seesaw. These platforms were new to many teachers who faced a steep learning curve. Teachers have also found ways to connect with students in real time through using Zoom Conferencing or Google Hangouts.

Instructional technology facilitators in each county are in overdrive as they try to help teachers find meaningful ways to offer instruction. They are working long hours, getting calls as late as 10:30 p.m. from teachers who need assistance with the technology.

On March 23, the governor announced that schools will remain closed at least until May 15. Now, instead of putting together a couple of weeks’ work for students, school staffs are working to prepare nearly two months of materials that can be completed at home – either on-line or through school-provided instructional packets.

Imagine the logistical nightmare. First, school systems across this state had to do an assessment to determine which students have access to the internet and which students do not. Once that assessment was complete, teachers developed instructional plans for those with the internet. Then teachers made plans and produced materials for students to meet the same instructional goals as students with internet access.

The next issue: How do we get the paper instructional materials to the students. In some counties, instructional packets are delivered to students along with their meals. In other counties, parents of students who come to pick up meals also pick up instructional packets.

One administrator responsible for distributing materials at lunch pick up told me she takes packets the teachers prepare, copies them, and puts them into a large envelope with the student’s name. When the student arrives for meal pick up, they receive the packet of materials, as well.

Many systems are requiring teachers to keep activity logs that reflect they have spent at least 7.75 hours working. Most teachers are going far beyond the required minimum. They hold office hours, record video lessons that can be accessed on line, have personal telephone conferences with parents and students. One teacher told me she was working at least three times harder during this “shut down” than she did when she was able to teach her classes face to face.

Teachers also miss the non-verbal feedback they use to gain insight into who understands what – and how well.

One teacher expressed her frustration in these words:

“I’m a middle school teacher. I have three elementary school children, a husband, a dog, and a messy house. We are all stressed out! We are all worried, scared, nervous, freaked out, tired, full from dinner and still craving a Little Debbie cake because we stocked for hurricane survival.

“Our brains won’t slow down. Are we doing too much? Too little? When is it going end? Is it going end? Am I going lose my house? My job? My car? What if I get sick?  … I miss my friends, my church, my coworkers! Just let me go to the Dollar Tree!”

Teachers have also been busy checking on students who have no internet and have not been picking up lunches or packets. They let the students know about meals and instructional packets available through the school. Teachers have also been offering emotional support during this time of stress and uncertainty.

In addition, many teachers have their own children to work with at home. A teacher-parent with two children can easily spend three and a half hours each day working with their own children to help their children complete assignments. Teachers feel as if they are on call 24/7 – and they are exhausted.

I taught 37½ years. Never in my teaching career did I have to confront the pressure and disruptions teachers are dealing with now.

So if you have any notion that since school buildings are closed, teachers are on a break, put that foolishness aside and understand the dedication and commitment teachers are showing to our kids – and our communities.

Mike Parker is a columnist for Neuse News. You can reach him at mparker16@gmail.com.