Item
Seattle's 2020 summer, school, and kids
Title (Dublin Core)
Seattle's 2020 summer, school, and kids
Disclaimer (Dublin Core)
DISCLAIMER: This item may have been submitted in response to a school assignment prompt. See Linked Data.
Description (Dublin Core)
At the end of 2020, I was completing my student teaching online for my BA in Secondary Education. I was placed in a school in Seattle. Student teaching during this time is something that was incredibly difficult. Looking at faces through blurry webcams, and seeing the black tiles in zoom from students who wouldn't or couldn't turn on cameras. I will never know what a lot of the students looked like, or what their voices sounded like, but getting to read their work, and see their messages in emails and chats is something that I will always remember and will always hold a place in my heart.
The 12-14-year-olds I was teaching had just been the last 3 1/2 months watching the BLM protests and marches in their city take place. A few students told us that they lived just streets away from the main events. Some students had been active in the BLM marches and protests that had taken place during the summer before, some stayed at home and watched on social media live streams and the news, some had parents who were heavily involved. They watched their friends, their family, their community, and strangers get tear-gassed, hit with "blast balls", and be subject to other physical violence. The levels at which they understood the what and why varied. Some had such an amazing level of nuance that some adults I knew couldn't comprehend. Others had an extremely base understanding of why people were protesting and marching. But all understood that it was a monumental event and would be something remembered in history.
These children were scared, concerned, confused for a variety of reasons. Yet, overwhelmingly there was a sense of urgency for justice from these kids. My lead teacher and I knew that we had to pivot lessons in order to keep them engaged and meet their needs. Focusing on how the concepts they needed to learn could be applied to material that would interest them, and using homeroom activities to try to calm nerves, create a sense of community and answer questions about everything from Covid, to the protests, to the current election.
They wanted to write and read about what was important to them, what they saw around them, and they wanted to read about different perspectives and lives from their own. We honored that. For the final writing assignment of the semester, we gave them some guidelines and standards that needed to be met within their writing, but gave them some freedom on how they wanted to meet those standards. I won't get into the specifics of the assignment, but I will say it worked well and was adapted to best serve students at all levels, and those with IEP/504 plans. We were met with everything from songs and poetry, letters to the mayor and the governor, essays about our anchor text, to reports about youth activists that they researched.
I don't think the impact of the events of summer 2020 in Seattle on children is thought about. The events that a child experiences and is around affects them for the rest of their lives. Most don't have the skills yet to emotionally process fully what they see. Their thinking didn't stop when the marches and protests did, they wanted to learn and talk about it in order to process. The compounding factors of the summer and prior to that Seattle was essentially ground zero for Covid in the U.S. left most kids spinning. School became a safe place for a lot of these kids, and I hope that it has continued to be one.
The 12-14-year-olds I was teaching had just been the last 3 1/2 months watching the BLM protests and marches in their city take place. A few students told us that they lived just streets away from the main events. Some students had been active in the BLM marches and protests that had taken place during the summer before, some stayed at home and watched on social media live streams and the news, some had parents who were heavily involved. They watched their friends, their family, their community, and strangers get tear-gassed, hit with "blast balls", and be subject to other physical violence. The levels at which they understood the what and why varied. Some had such an amazing level of nuance that some adults I knew couldn't comprehend. Others had an extremely base understanding of why people were protesting and marching. But all understood that it was a monumental event and would be something remembered in history.
These children were scared, concerned, confused for a variety of reasons. Yet, overwhelmingly there was a sense of urgency for justice from these kids. My lead teacher and I knew that we had to pivot lessons in order to keep them engaged and meet their needs. Focusing on how the concepts they needed to learn could be applied to material that would interest them, and using homeroom activities to try to calm nerves, create a sense of community and answer questions about everything from Covid, to the protests, to the current election.
They wanted to write and read about what was important to them, what they saw around them, and they wanted to read about different perspectives and lives from their own. We honored that. For the final writing assignment of the semester, we gave them some guidelines and standards that needed to be met within their writing, but gave them some freedom on how they wanted to meet those standards. I won't get into the specifics of the assignment, but I will say it worked well and was adapted to best serve students at all levels, and those with IEP/504 plans. We were met with everything from songs and poetry, letters to the mayor and the governor, essays about our anchor text, to reports about youth activists that they researched.
I don't think the impact of the events of summer 2020 in Seattle on children is thought about. The events that a child experiences and is around affects them for the rest of their lives. Most don't have the skills yet to emotionally process fully what they see. Their thinking didn't stop when the marches and protests did, they wanted to learn and talk about it in order to process. The compounding factors of the summer and prior to that Seattle was essentially ground zero for Covid in the U.S. left most kids spinning. School became a safe place for a lot of these kids, and I hope that it has continued to be one.
Date (Dublin Core)
Creator (Dublin Core)
Type (Dublin Core)
Text
Controlled Vocabulary (Dublin Core)
English
Education--K12
Curator's Tags (Omeka Classic)
Contributor's Tags (a true folksonomy) (Friend of a Friend)
Collection (Dublin Core)
Linked Data (Dublin Core)
Date Submitted (Dublin Core)
9/1/2020
Date Modified (Dublin Core)
03/29/2022
04/21/2022
Date Created (Dublin Core)
9/1/2020
Item sets
This item was submitted on March 16, 2022 by [anonymous user] using the form “Share Your Story” on the site “A Journal of the Plague Year”: https://covid-19archive.org/s/archive
Click here to view the collected data.