Franklin Schargel’s Blog

Those of you who have attended one of my workshops, know that I have developed and shown a video entitled, “I am proud to be a teacher”. There is nothing, than I more proud of at this moment, to say that “I am proud to be an educator.”

To those of you who are working under the most adverse of conditions; to those of you who are volunteering; to those who are contacting students and parents… thank you for making me proud.

A reader reminded me that I had omitted that the kindle edition of Who Will Teach The Children? Recruiting, Retaining & Refreshing Highly Effective Educators has also been printed in a Kindle Edition for only $9.95.

My latest best selling book, “Who Will Teach The Children? Recruiting, Retaining & Refreshing Highly Effective Educators” is on  sale at Amazon for less than$20.

Educators are leaving the field almost as quickly as schools of education are preparing them. How do we recruit, retain, and refresh them? The book provides solutions to the problem.

The book has received ten five-star reviews.

If you are looking for something to while away the hours while you are quarantined, this is the perfect answer.

I m indebted to Charles Sosnick and the Learning Counsel for distributing my latest article on their website, Here you go Franklin.  https://thelearningcounsel.com/article/when-schools-reopen-and-children-return-will-schools-be-prepared

When Schools Reopen & Children Return,Will Schools Be Prepared?

 

The Corona virus has disrupted the lives of children and adults alike around the world. It has had a tremendous impact on the lives of children who may not understand what is happening. Children are being forced to cope with major changes in their everyday life. The virus has added additional trauma into their lives. They cannot go out and play with their friends; they cannot see any people outside of their immediate family and they cannot go to school. The problem is not unique in the United State, according to Phoenix Australia, from the Centre for Post traumatic Mental Health of the University of Melbourne, “Around two thirds of children will experience a potentially traumatic event by the time they turn 16.”  According to Child Trends, ” Rates of poverty, unemployment, parental mental health problems and substance abuse, increased child abuse and neglect, intimate partner violence tends to rise during disasters.” They need someone outside their family who are sensitive and caring adults. That role can be filled by educators.

What are the challenges that the virus has exposed?

• Remote learning has exposed a technological gap between affluent and underserved and lower-income families and those living in rural areas where high-speed internet isn’t available.
• The virus laid bare the racial and ethnic divides of our schools.
• Many schools/districts/states/cities weren’t unprepared or underprepared for this crisis.  Lack of preparedness exposed the enormous gap between rich and poor districts, minority and majority, rural and suburban, Native-Americans and White Americans.
• Approximately 17 percent of U.S. students don’t have a computer at home. Many others share a single computer with their siblings or parents. This widening of the economic gap will ultimately widen the achievement gap.
• Chicago schools had about 65,000 laptops that were already being used. They are in the process of buying another 37,000 new devices to distribute to approximately 335,000 students who will still be without computers.
• There are no definitive numbers of those homes without broadband. The FCC puts the number at 2 million, But an independent group called Broadband Now says the number is 42 million.
• The greatest technology gap is in rural communities, among African American, Latinos and Native Americans on tribal lands.
• Distance learning is being substituted for face-to-face teaching, but students cannot submit their homework or submit assignments. They may not be able to  participate in class discussions.
• In rural western Alabama, less than 1% of Perry County’s roughly 9,100 residents have high-quality internet at home.
• A New York City family shelter has no wi-fi and 175 school-age children only 15 of whom have laptops.
• Many poor families are not tech-savvy and cannot aid their children in the use of technology.
• Attendance may not be taken and those students with limited access to technology will not be penalized.
• Students in rural areas find it difficult or impossible to connect to the internet services at speeds high enough to conference or video stream.
• In urban areas, subscribing the Internet may be too expensive.
• A number of  teachers may not return. New teachers are much needed in classrooms amid a national teacher shortage. The annual teacher shortage reached about 110,000 in the 2017″“2018 school year.
• Students completing their student teaching in order to be certified and start teaching on their own may not complete it or get credit for it. The opportunity to work with students is obviously over.
• Provision for on-line education was not made for children with disabilities or those children who are physically disabled.

The virus has provided schools and educators with great opportunities and with major challenges. Now is the time for them to look ahead and start planning for when schools reopen and the need to pay special attention to providing essential support for those in greatest need.

Trauma is a child’s equivalent of PTSD. Unlike most traumatic incidents, this one was broad banded ““ affecting all children around the world as opposed to only affecting one individual or one group of individuals. The experience may be overwhelming causing stress and anxiety. It has upended their normal lives. Many children experienced traumatic events in their young lives. Schools need to provide an outlet for children who have experienced stress and trauma where few or none previously existed. Luckily children have the resilience to bounce back. That ability is based on their relationship with others, especially supportive adults. Schools can and should provide a supportive environment. Children will have all sorts of questions regarding this new added trauma? “Will the virus reappear? Will my mom/dad be thrown out of work again? Will I have enough to eat? Why did my friend have to die? Will I die?” Educators need to be prepared to address these questions honestly. Education will never be the same. What will schools look like once we get to the other side of the tunnel? Will they be prepared for the next crisis? Will they continue with remote learning? Will schools provide all students with high speed technology? Will this be a one-off or will the virus reappear?

What can educators do?
           Tell them (especially the very young ones) that you love them, missed them and         that you care about them.

Let them know that it is OK to be upset.

• Reassure them that they are safe.
• Ask them if they have any questions about the virus. Encourage them to talk openly about how they have been feeling since this traumatic incident.
• Reestablish classroom routines
• Actively engage them. Put away the worksheets and give them problems to solve.

 

 

 

 

 

 

When Schools Reopen & Children Return,

Will Schools Be Prepared?

The Corona virus has disrupted the lives of children and adults alike around the world. It has had a tremendous impact on the lives of children who may not understand what is happening. Children are being forced to cope with major changes in their everyday life. The virus has added additional trauma into their lives. They cannot go out and play with their friends; they cannot see any people outside of their immediate family and they cannot go to school. The problem is not unique in the United State, according to Phoenix Australia, from the Centre for Posttraumatic Mental Health of the University of Melbourne, “Around two thirds of children will experience a potentially traumatic event by the time they turn 16.”  According to Child Trends, ” Rates of poverty, unemployment, parental mental health problems and substance abuse, increased child abuse and neglect, intimate partner violence tends to rise during disasters.” They need someone outside their family who are sensitive and caring adults. That role can be filled by educators.

 

What are the challenges that the virus has exposed?

• Remote learning has exposed a technological gap between affluent and underserved and lower-income families and those living in rural areas where high-speed internet isn’t available.
• The virus laid bare the racial and ethnic divides of our schools.
• Many schools/districts/states/cities weren’t unprepared or underprepared for this crisis. Lack of preparedness exposed the enormous gap between rich and poor districts, minority and majority, rural and suburban, Native-Americans and White Americans.
• Approximately 17 percent of U.S. students don’t have a computer at home. Many others share a single computer with their siblings or parents. This widening of the economic gap will ultimately widen the achievement gap.
• Chicago schools had about 65,000 laptops that were already being used. They are in the process of buying another 37,000 new devices to distribute to approximately 335,000 students who will still be without computers.
• There are no definitive numbers of those homes without broadband. The FCC puts the number at 2 million, But an independent group called Broadband Now says the number is 42 million.
• The greatest technology gap is in rural communities, among African American, Latinos and Native Americans on tribal lands.
• Distance learning is being substituted for face-to-face teaching, but students cannot submit their homework or submit assignments. They may not be able to participate in class discussions.
• In rural western Alabama, less than 1% of Perry County’s roughly 9,100 residents have high-quality internet at home.
• A New York City family shelter has no wi-fi and 175 school-age children only 15 of whom have laptops.
• Many poor families are not tech-savvy and cannot aid their children in the use of technology.
• Attendance may not be taken and those students with limited access to technology will not be penalized.
• Students in rural areas find it difficult or impossible to connect to the internet services at speeds high enough to conference or video stream.
• In urban areas, subscribing the Internet may be too expensive.
• A number of teachers may not return. New teachers are much needed in classrooms amid a national teacher shortage. The annual teacher shortage  reached about 110,000 in the 2017″“2018 school year.
• Students completing their student teaching in order to be certified and start teaching on their own may not complete it or get credit for it. The opportunity to work with students is obviously over.
• Provision for on-line education was not made for children with disabilities or those children who are physically disabled.

 

The virus has provided schools and educators with great opportunities and with major challenges. Now is the time for them to look ahead and start planning for when schools reopen and the need to pay special attention to providing essential support for those in greatest need.

 

Trauma is a child’s equivalent of PTSD. Unlike most traumatic incidents, this one was broad banded ““ affecting all children around the world as opposed to only affecting one individual or one group of individuals. The experience may be overwhelming causing stress and anxiety. It has upended their normal lives. Many children experienced traumatic events in their young lives. Schools need to provide an outlet for children who have experienced stress and trauma where few or none previously existed. Luckily children have the resilience to bounce back. That ability is based on their relationship with others, especially supportive adults. Schools can and should provide a supportive environment. Children will have all sorts of questions regarding this new added trauma? “Will the virus reappear? Will my mom/dad be thrown out of work again? Will I have enough to eat? Why did my friend have to die? Will I die?” Educators need to be prepared to address these questions honestly.

 

Education will never be the same. What will schools look like once we get to the other side of the tunnel? Will they be prepared for the next crisis? Will they continue with remote learning? Will schools provide all studentswith high speed technology? Will this be a one-off or will the virus reappear?

 

What can educators do?
           Tell them (especially the very young ones) that you love them, missed them and         that you care about them.

Let them know that it is OK to be upset.

• Reassure them that they are safe.
• Ask them if they have any questions about the virus. Encourage them to talk openly about how they have been feeling since this traumatic incident.
• Reestablish classroom routines
• Actively engage them. Put away the worksheets and give them problems to solve.

 

 

 

 

 

Young children must continue to read. The READS program for young children is free.

Why Kids Must Keep Reading Now It is critical that during this time with children being out of school that they continue to read. The READS for Summer Learning, a school-based program informed by multiple research studies that provides free books and key supports to children at home for the summer and aims to help kids in underserved communities escape the so-called summer slide. Now, with the prospect of schools being closed for months, Kim has made all of the READS resources online available for free and he is currently adapting them for parents and caregivers to use with their children.

While sitting at home and waiting for the virus to pass I thought you might want to look at some Virtual Museum Tours

Museums, historical sites and national parks have stepped up to deliver their signature experiences by offering virtual tours to anyone from the comfort of your home. Here are some of the many places you can go:

The Louvre: https://www.louvre.fr/en/visites-en-ligne

Smithsonian National Museum of Natural History: https://naturalhistory.si.edu/visit/virtual-tour

Yosemite National Park: https://www.virtualyosemite.org/virtual-tour/

Sistine Chapel:

http://www.museivaticani.va/content/museivaticani/en/collezioni/musei/cappella-sistina/tour-virtuale.html

Guggenheim Museum:

https://artsandculture.google.com/streetview/solomon-r-guggenheim-museum-interior-streetview/jAHfbv3JGM2KaQ?sv_lng=-73.95902634325634&sv_lat=40.78285751667664&sv_h=11&sv_p=0&sv_pid=MfnUmHRyOSzMtY3vtYU05g&sv_z=0.9999999999999997

Van Gogh Museum: https://360stories.com/amsterdam/story/van-gogh-museum

The Great Wall of China: https://www.thechinaguide.com/destination/great-wall-of-china

Museum of Modern Art: https://artsandculture.google.com/usergallery/oAKir0hqoP3eKw

San Diego Zoo: https://zoo.sandiegozoo.org/upgraded-experiences/inside-look-tours