Love In The Time of Corona and Other Musings…
When I was younger in the U.S., there was an old Roy Rogers commercial playing with two men arguing about who had it harder growing up. They started talking about walking to school long distances, not having shoes, then socks, ending up with the punch line which is the title of this story. It’s ‘dad’ humor but I still love that line.
But c’mon, you gotta give it up for Zagreb. We had an earthquake in the middle of a pandemic. And can you believe people had to practice social distancing whilst evacuating onto the streets?
Can I get an amen?
While many of you may have experienced snow days, our school called an earthquake day which was a relief from virtual day because of pandemic week. Thankfully, although several teachers lost their apartments, no one in the entire school community was injured or killed by the 5.4 tremor. This is truly amazing for a place with old buildings that hasn’t experienced something like that in 140 years.
I asked some of my Croatian friends how people were being so stoic through it all and they said, “Well, we did live through a war only 25 years ago.” Ah right, the war. And so it goes.
There are many international teachers that have been in tough situations. Wars, floods, earthquakes, fire, coups, sudden closures, disease, and the list goes on and on. So, this is certainly not an attempt to demonstrate anything new in the experience of international teachers or to make some platitudes about how we have to pull together in tough times, with or without feet.
But what opportunity, what necessity that stands right before us (that amazing and always reliable mother of inventions), is the chance to teach us something that we cannot miss in that precious space when new knowledge meets experience, that thing most often referred to as learning.
We thought we were doing this as educators before, but most of us were not. We did some online stuff, a few Khan Academies served with a side of Pamoja. There were tech integrators, workshops, and even virtual learning platforms, but it wasn’t all in. Now, obviously it is. What an amazing ice bucket challenge.
So now we stand side by side with our students, hand in virtual hand, having to figure &%$ out, humbled by realities that we don’t have answers for, but with a blue moon chance to redesign not only the what of our work, but truly the WHY of it. (Thanks Simon Sinek for that).
Of course we have to be a stable force for our students. We cannot throw our arms up, wailing at the sky proclaiming that nothing matters anymore. Of course it does. Much of what we’ve been doing to this point matters very much. But this is our chance to move that needle not just by an incremental skip but by a leap. Are we really going to go back to school once we get through this (and we will), and be like, “Whew that was close, okay everyone, now where were we? Oh, right, chapter five, photosynthesis.”
No, we’re not. We’re going to take a real, hard look at the WHY. We have to.
Why am I standing in front of you?
Why am I asking you to learn these things when those other things are SO much more important but we never get to them?
Why don’t I listen to you more and to myself talking less? (After all, for the past several weeks or months you hardly heard me talk at all).
Why can’t we be the change we want to see in the world now instead of hoping that years from now when you get out of university you might decide to make a difference?
This relationship between learner and teacher, between prior experience and new knowledge, between expert and witness, has changed. It has by necessity. It has for the better.
So, when we do go back, when we return to what we used to think of as normal, even if it takes a long time, we have to take what these opportunities have taught us and be honest about them, not just about the virtuality of learning, but of the humanity this revealed and what we owe to our students to do something real with it.
It’s nice, after all, to have feet.