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Online learning and wearing masks have also created some obstacles to student and teacher bonding.Įvery teacher at the beginning of the school year sets out to learn every student’s name and face. Hull said he has not lowered his standards but understands the limitations of student projects. Even the best of students struggle with discussing online, and for a class like mine, where discussing is one of the key ways we process things, I’ve had to make some adjustments.”Īdjustments have meant rethinking expectations. What tends to happen is that people at home aren’t able to engage as readily. Morris said, “It is difficult to have really good, meaningful dialogue when half of the kids are in the classroom, and the other half is at home. Online attendance can sometimes lead to what Budniak calls “the path of least resistance.” Maintaining those academic standards when somebody is exclusively online is challenging.” A hybrid schedule of in-person and online school has required balancing how much to require of students.īudniak said his most important goal has been “trying to maintain a degree of true academic rigor for Advanced Program classes and maintain the standard I set for students that are supposed to be functioning at the highest level possible. Trinity teachers have always had the mission to keep their students engaged and teach them effectively. Ethan Morris said, “The workload is reduced, so this year especially I have been able to give more complex tests and know that students will have the time of day to actually read and answer them, but also give some thought.” Cutting down on some class material has allowed some teachers to develop better assignments. Working through this COVID year has not all been bad. It has been a challenge, but we have been making the best of it.” He said, “There are just a lot of different things that have gone on with art courses during the hybrid, NTI schedule. One difficulty was supplying the materials to students and planning what the online students would do when the in-person students were working on projects. Shayne Hull, has had a tough time planning projects and assignments for the in-person and online students. Having taught art at Trinity since 2014, Mr. This has been an especially difficult time for teachers who have activity-based classes. Bernie Schum, a theology teacher at Trinity since 2004, said, “I have really wrestled with what assignments are essential and trying to come up with ways I can still accommodate engagement as best as possible.” Teachers have had an enormous challenge deciding what material to cut. I know how much time and information I would normally cover that I have had to throw out the airlock.”

The biggest things that have been affected are laboratories and any type of group-based interactions. Michael Budniak, he and other teachers have found this school year to be an extreme challenge due to COVID-19, not because they were scared of the virus, but because online learning affected the curriculum they taught and their relationships with their students.ĭue to fewer class days and the complications that went along with a hybrid schedule of NTI and in-person, most teachers had to cut down on how much material they taught.īudniak, a biology teacher who has taught at Trinity since 1997, said, “Probably 15 to 20 percent of the curriculum has been affected or removed. If we have to do this again next year, I’m done I will retire!”Īs expressed by Trinity teacher Mr. “This, without question of a doubt, has been the roughest year of teaching since my first year 24 years ago. The story was originally published in the ECHO on May 17, 2021 This story received a “Best of SNO” (School Newspapers Online) designation. Enjoy this excellent story by sophomores Joseph Eng and George Katchak.