In Our Own Flesh

The act of writing is not often that smooth. Sometimes  you don’t have much to say, sometimes you don’t have much time, but it may also happen that even if you don’t have much to say or much time, you feel compelled to write few lines, as now. Nothing exceptional , nothing new,  just the necessity of setting few things right.  The origin of this disquisition has come from the perusal of some papers that my students  wrote for the secondary high school examination on the theme of “progress”. The  following  statement caught my full attention :

“ … this is what we have  experienced just this year, in our own flesh, with the pandemic:

despite the new technologies, the school was not  fully prepared

to change the teaching system…”

Whoever reads my posts may ask: “well, what’s wrong with this? Isn’t  it exactly what you keep on saying?” True, but it has been claimed by somebody else. I mean, I may say, for example,  that a type of skirt does not look good on me because of my large hips and I am fine with it , but  if anybody else asserts  that I have large hips, well, it is annoying.  Hence, reading my same thoughts  from the “pen” of one of my students,  I have to confess , bothered me a little. The point is that I know  that with “ in our own flesh “he meant , actually,  the students’ flesh only and  by using that expression he had  justified  the lack of attention, involvement  and results of an entire school year. You did all this “ in our own flesh”  and you are to be blamed for this. I/we are justified. That’s all.

Well, that is not all. Actually, his words made me ponder about the contribution these teenagers gave to endure these exceptional times in terms of ideas, cooperation, innovation; they are young , after all,  and should able to infuse the “system” with new ideas, but I could find…..none. They have played or have been made play the role of the victims (“in our  own flesh”, in fact), therefore justifying their apathy. I firmly believe, now that my student makes me think of it , that if I should choose a word to define their generational attitude, that word would be:  reactionaries.

Since the very start of this pandemic, with hundreds of dead every day , they have kept waving the “ school only in presence” flag,  without caring  much of  the virus diffusion . Nothing was to be changed. They claimed that the process of learning had to be empathic and it could  happen only if you had  their schoolmates around , and this is one of the reasons why, there will be a remote  secondary-school graduation examination tomorrow  for many, as entire classes and teachers  have been recently infected  by too much empathy.

As for technology, I have already written that this generation is less technological than what we may suspect, unless  we believe sharing  videos, photos  and liking a picture to be a technological skill. The majority of them has no clue of  how to download, save, rename and upload a file and has found tremendously hard to learn it.  Furthermore, if it is true that the remote teaching effort has often been a mechanical pouring of the same things done in the classroom  through a video , it is also true that the students have made any development in teaching , learning and even in empathy, as I believe that even in a remote class there is room for empathy, very difficult . More or less  these were the main activities in which they were mostly involved:

  1. DISTURBING: sound effect , freeze effect
  2. PRETENDING (1) disconnection and  audio problems when necessary;
  3. COPYING entire pages from  most common websites, as if they were not accessible to teachers, who have actually  learnt the great power of  “copy “and “paste” commands to find the original source.
  4. PRETENDING (2) to answer questions, while actually reading something on video (easily detected as their face all of a sudden seemed like being affected by paralysis,  while the eyes move sideways. You may even hear the  gentle clicking of the mouse, if  a change of page is needed sometimes).
  5. DENYING whatever has been written above.

Therefore, we have, actually,  experienced the very same old pattern of teacher/students relationship, that is,  the mice which attempt to fool the cat, remote style of course. I have no other significant contribution to the learning cause to record. Many generations of adolescents have experienced tragedies “ in their own flesh”, worse than this one, that’s part of life.

1300s: I’m dying from the Black Plague

1800s: I’m 9 & work in a coal mine

1900s: I’m off to fight in a war

2020s: Remote teaching and the pandemic are robbing me of my youth (source Twitter)

Hysteria and Farce

It’s over. This school year is virtually over, before than expected, actually. It is about to end in the same hysterical way it started and progressed. Truly hysterical, as at first the great thinkers who are in charge of this ship called “School” meant  to prolong our sailing one month more, only to make it end eventually a week before. Why?  Well, it seems they ran out of provisions and had to disembark some young cabin-boys  who were recruited just to be able to finish the journey. To cut a long story short, they had no money to pay the substitute teachers – I wanted to stick to the metaphor, I do apologize -. By the ways, a trip to “Summer School” land was still in their plans with an investment of about 561 million euros, but when they understood that this plan would have been deserted by both students and teachers – whose only thought at the moment is to cut and run as soon as possible –  they steered to “Summer/Autumn School” land , where they had more chances to find somebody more receptive. After all, it is part of human nature to forget the past after a long vacation and be more responsive.

Hence, if the initial idea was  to extend the school calendar to recover, in a more relaxed way, the time that the pandemic had “stolen” from school, we have come to the conclusion that, after all, it is right to take away precious time from students. Just hysterical. The usual farce.

This year we have been asked to experiment everything and its opposite, without a clear goal, always navigating by sight . We have ended up crushed by a school system which has never been able to interpret the exceptional circumstances, keeping the old bureaucratic structure, typical of the nineteenth century school, intact, despite the many lockdowns, despite the quarantines, despite 100%, 75%, 50%,25 % on-line classes and  despite all this, we have found the same heap of useless papers at the end of our journey.  So, here we are, squeezed between the anxiety of evaluation and the rush towards  the secondary-school graduation examination scheduled for June 16.

Flying towards different solutions has been impossible, as we systematically crashed against the same big rock: the immobility of the school.  Italian school is a muscular, non-adaptive system  and even if the world around it changes drastically, there is  no way of reacting and curls up like a hedgehog. The maximum flexibility the system has been able to imagine has concerned staggered entrances or to extend the school year until the end of June, and – how I could  have forgotten this – one seater (useless) desks . Nothing more. School has turned up to be a place with no imagination and vision of the future and this gives an idea of the degree of the structural agony in which it has slipped into.

It is understandable that in these conditions many have called for a return to face-to-face teaching, because it is more reassuring from a professional point of view – for teachers – and from a social point of view, for students and families. The only true novelty that the school-system has forcibly introduced is remote learning,  which is not a small thing, unless the remote teaching effort is reduced to mechanically pour the same things that were done in the classroom into the container of digital devices, as it has actually happened in the majority of cases.  Not a changed schedule, not a changed program, just the blind obstinacy in seeking the same results with a technique completely unsuitable to obtain them. Only systems which are under a spell of some obtuse forces can think of transporting physical education hours into remote without even thinking about it. That is why teachers are not victims in this story but accomplices of the system.

In the never ending complaining for what we have been demanded to do in these circumstances, the majority of teachers have kept looking back to an ideal past rather than working for the future. I feel like we have missed the chance to take charge of the school system and demonstrate we were able to make it sail to more interesting and modern destinations. This pandemic has been a great opportunity for all of us to experiment new teaching techniques, but rather than putting them together and discussing all the best practices that many colleagues, I am sure, have developed, I fear most of them will be buried to be forgotten as bad dreams in order go back to a school where chalk and eraser must be always at hand.  At that point, we will be happy, safe, old.