EDUCATION & LEARNING :
HOW DO YOU TEACH THROUGH A PANDEMIC ?
Bethany Clarke , Secondary Drama Teacher , Dover Court International School
As a Drama teacher , the ability to connect with others is the heart of my subject . So , when the world went into lockdown , one of my biggest concerns for our pupils was the potential impact on their social wellbeing . My worries were shared worldwide , from teachers and parents alike , as we pictured generations of children emerging from behind their screens , forever destined to be hunched over and glassy eyed , fingers locked in front of them , craving the connection to a keyboard rather than their classmates .
The moment I stepped back into my studio , I realised how misplaced my anxiety had been . While it did take a while for students to settle into the uncanny routines dictated by social distancing , the impact on their empathic abilities was undeniable . In quiet moments – a nod , a smile , or a simple question prompting their classmate , who seemed upset or quiet that day - were twinkles of real understanding and kindness . In small group rehearsals , students ensured that every member felt included and encouraged to share their ideas . When working from scripts , they were independently discussing the nuanced thoughts and feelings of characters . Teenage bravado and self-conscious worries about being cool or popular seemed to fade away and in their place , inclusivity , warmth and emotional intelligence prevailed .
There have been obvious challenges to teaching and learning during the pandemic , but I do feel very privileged to be in the classroom during this renaissance of empathy , although the cause is unclear . In international schools , students are acutely aware of the world . Do they feel lucky to be at school while families abroad are still in lockdown ? Has living in Singapore , a country that prioritised the safety of the community during the pandemic , influenced them to be mindful of this too ? Or is it simply that they have experienced loneliness and isolation and don ’ t want anyone to feel that way again , even in the classroom ? One thing is clear – their shared experience has allowed students to build stronger connections and develop greater empathy , and not just with their local communities .
In January , while discussing what we would like to “ leave behind in 2020 ,” I confessed that I missed my sister . My class bowed their heads sorrowfully before adding “ racism ” and “ climate change ” to the list , putting my selfcentered perspective of the year to shame . I encouraged them to add their COVID-19 experiences , but this was met with confusion . They had every right to be selfish but cared more about the problems facing strangers around the world .
So if , like me , you were worried about the implications that lockdown would have on the social development of young people , hopefully this puts your mind at ease . They have shown great resilience , fostering their emotional intelligence and connections to others despite isolation because , in their words , “ there ’ s bigger things to worry about , Miss .”