COVID-19 Pandemic: The Dream Come True of Teaching Remotely
At the height of the COVID-19 pandemic, I must admit I had a moment of sheer delight when I first realized that I could potentially teach remotely. To me, it seemed like a dream come true – no more long commutes, no more exhausting in-person meetings, and more time to dedicate to my family and hobbies. Surely, I thought, the situation was a blessing in disguise.
However, what I expected to be a smooth transition hasn’t been the case. Teaching remotely has been far from perfect, and it has been a difficult process that has come with its own set of unique challenges.
One of the biggest challenges I’ve encountered is the lack of face-to-face interaction. In a regular classroom, students are able to ask questions and engage more effectively with the material. As for me, I’m able to gauge audience response and have more meaningful conversations. But with remote teaching, I’ve noticed that it’s a bit harder to make the same connections with my students.
Another obstacle I’ve had to face is the increased demand for digital resources. As many classrooms shift to a more digital focus, I’ve had to invest more time and energy into finding the best tools and platforms to use for lesson plans and activities. This is all on top of the hardware and software requirements, as well as the need to create and prep webinars and virtual classroom interactions.
The transition to remote teaching has also brought with it a more intense workload. With the pressure to keep up with the pace of technology, I often find myself spending extra hours researching innovative ways to engage my students, developing virtual activities that capture their attention, and spending extra time on tasks such as grading and giving feedback.
Despite the increased workload, I’ve come to realize that I’ve gained a new appreciation for the power of technology. For instance, tools such as Zoom and Google Classroom have allowed me to quickly create virtual classrooms that keep my students engaged and connected. They’ve also enabled me to quickly record and share lectures, which allows me to manage my time more effectively and reach a wider audience. Additionally, I’ve found that virtual whiteboards and video streaming technologies have allowed for a more interactive experience that is perfect for online lectures.
At the same time, what I’ve come to appreciate most is the unique ability that remote teaching provides to reach students around the world. With the increased access and availability of technology, students from all walks of life are able to join my virtual classroom and gain knowledge that otherwise may have been out of reach.
In conclusion, I believe that while teaching remotely has been a bumpy process with its own set of challenges, it has also presented many benefits. With technology on my side, I’ve been able to connect with my students in new ways and reach students across the globe. To me, this dream of teaching remotely has been a journey I’m proud of, and I’m excited to see where it will take me next.
