FROM THE DEAN ’ S DESK
ones who do not have the physical , financial , and social resources that are all too often taken-for-granted — has been pronounced . The inequities that exist in society have become even more apparent such as a lack of access to computers , the lack of stable and affordable high-speed Internet , and not having a proper space to learn or study at home .
And , if we weren ’ t keenly aware of it before , perhaps , one of the most important lessons we have learned is the very real need for meaningful social connection among students and their families and educators even as we try to maintain physical distancing . While this unimaginable transition has been largely successful , we need to be aware that it has come with a heavy toll and labour on educators . Research has shown that working from home can be exhausting and brings about new challenges that weren ’ t there when working at an office or school was possible . We need to find ways to support the well-being of teachers , administrators , and the support staff in schools .
Dr . Jerome Cranston , Dean
Our experiences of what we considered “ the normal ” ways of living our lives and getting things done have most certainly been shaken by the current global pandemic . In some very real ways , the delineation between a physical space called “ work ” and one called “ home ” has evaporated as we collectively try to keep ourselves and others safe by being at home , and as possible doing work from there . The same can be said of many of our understandings of formal education .
The world has been moving fast since we were all caught in the grip of a pandemic . And , it is important that we take a collective breath to look at where we are , how we got here , and how we will move forwards . It is impossible to create a comprehensive list , but I will offer some insights into what we have become more aware of with respect to educating other people ’ s children .
With an unprecedented global shutdown of schools by mid- March , hundreds of millions of school children no longer had a physical place to attend school . The world pivoted , as we did in Saskatchewan , to find ways to bring school into students ’ homes . The impact that teaching from-a-distance and learning at-home has had on some students and their families — the
The truth is that schools will reopen , children will return , and teachers will teach . I firmly believe that we — as educators committed to a brighter future for all children and for all of us — have the collective insight to get a number of factors correct as we plan and re-plan for what reopening means in practical terms . We can work together to adjust pedagogies and revise long-term learning plans to meet the new but shifting reality that living and learning under the long shadow of COVID-19 presents . We need to collaborate to insure that students continue to develop academically , artistically , socially , emotionally , physically , and psychologically . We need to look at the impact that altered physical environments have on learning and development and make adjustments . And , we need to do it in ways that do not exact a huge socio-emotional toll on teachers that causes their health to fail .
I also know that the Faculty of Education , my colleagues and I , are committed to support the educators and teaching assistants who serve as our “ front-line ” staff who make such a profound difference in the lives of students , their families , and our communities .
Jerome Cranston , PhD Dean / Professor
Faculty of Education
Education students showed up for an Education Students ' Society hosted Town Hall with Dean Jerome Cranston . See page 14 for details .
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