Smashing Mr Thornton

I couldn’t believe my eyes  while I was reading a comment of one of my students to a post on Gaskell’s “North and South”. It was not a comment, actually, but rather, a deliberate attempt to pull apart piece after piece the romantic aura that surrounds Mr Thornton,  who actually shares the top step of the podium along with Mr Darcy for the most iconic and beloved male character of 19th century  English literature. He found faults in a man who has always been considered fault proof; he regarded weak the one who has always been the epitome of strength for any woman; he even found immoral traits in the uncontroverted  picture  and quintessence of  moral behaviour.

LADIES (angry): To the gallows!!!” “Blasphemy!!🤬🤬🤬

MRS TINK : “But, my dear ladies, calm down! I believe that even  this irreverent  young  man has the right to be tried first, so let’s hear what he has to say. He asserts that our minds have been clouded by the romantic charm of this character – well, that could be, especially since  Mr Thornton took the semblance of Richard Armitage, we must admit it –  and that, let me read, “the man appears systematically unable to take a single good decision in any field of his life”.

LADIES (super angry):To the gallooooows!!!🤬🤬🤬

MRS TINK : C’mon ladies, don’t rush into conclusion. He may have some good points! Let him speak his mind first and eventually we will decide what to do. Just cool down!(whispers) Ohhh, good ….so, he was just saying that some of Mr Thornton’s decisions were wrong…..

STUDENT (aside): All!😑

MRS TINK (To the student): Oh! Shut up! I’m m trying to save you from this angry bunch of ladies!🤨

STUDENT (boldly to the ladies): It is under everybody’s eye  that Mr Thornton’s business fails, can you prove the contrary?😏

MRS TINK and The Ladies: No, we can’t. But…..😧

STUDENT (more audaciously): Furthermore, he does not prevent the strike and hires the Irish in the mill provoking violent reactions.😏

MRS TINK🤨 : How could he have prevented the strike? He had no means to give the rise in salary the workers demanded and he was not alone in this, after all, there were other manufacturers.

STUDENT: “Yes,  but he was the most influent one, wasn’t he the magistrate of Milton? But, I have not finished yet. He proposes to Margaret even if he knows that she will probably refuse him and then he commits an abuse of power deciding not to investigate the same Margaret!😧

LADIES (in unison):  But he did it for love! He wanted to protect her! How insensitive!😮

STUDENT : I know, but that was actually a crime, or do you have another word to call it?😏

LADIES: We cannot listen to this nonsense any longer!😤😤😤

STUDENT (raising his voice): One more thing! He does not join his brother-in law’s speculation  and doing so, not only he loses all his wealth, but he also does not overcome the trauma of his father’s death. The very few good decisions such as hiring Higgins, for example, derive, directly or indirectly, from Margaret. Please forgive me ladies, but I did find hilarious seeing your romantic hero, the strong self-made man, the passionate lover with the endless sideburns, saved by a presumptuous 20-year-old girl from the South. Now I’m done. Thank you.😏😑😑😑

LADIES:(silence)😲😲😲

MRS TINK: (trying to break the silence). So you mean that Thornton is a loser .🤨

STUDENT: That’s what I mean.😑

MRS TINK: Well, I guess you should have thought about what makes Mr Thornton a loser first, in your eyes at least . To make you understand my point, I want to compare him to one of the greatest “losers” in world literature.

STUDENT: Who is it?🤔

MRS TINK: Hamlet. If you remember his story, we may say that Hamlet, to use your own words, appears “systematically unable to take a single good decision in any field of his life”: father, mother, Ophelia, the revenge plans etc.  He, actually, never truly acts, and if he does, it’s just because he cannot avoid it. Three seconds after talking to his father’s ghost, the initial flame of rage starts to put out and soon he feels unfit for his demand of revenge. Even in the last act, when he finally revenges his father’s death killing his uncle, he doesn’t even know how he found himself in that situation, as the duel with Laertes is actually his uncle’s trap in order to kill him. Have you ever considered Hamlet a loser?🤨

STUDENT: A victim maybe?🤔

MRS TINK: In a way he is a victim, but he is the victim of his conscience and conscience , he says, makes us all cowards, that is, unable to act freely, because we cannot avoid the burden of the moral implications of our actions. The ethical dilemma between what is right or wrong consumes our will, and thus “ the native hue of resolution, is sicklied o’er with the pale cast of thought”. Undoubtedly, the name of the comet star that guides Mr Thornton’s action is: ethics. He always tries to do what is right, even if he knows that it will not end up as he wishes, as in the case of Margaret’s rejection or when he hires the Irish. Had he been ruthless, he would have employed them much before, it is also because of this delay in taking this decision that he loses all. It’s in this constant search for the correct thing to do, his attempt to overcome the trauma of his father’s death.🤨

STUDENT(puzzled): So you mean that ethics and success cannot go hand in hand?🤔

MRS TINK: Correct.🙄

STUDENT: And that Mr Thornton‘s comet star is ethics.🤔

MRS TINK: Exactly.🙄

STUDENT: So, he is a loser.😑

MRS TINK😒: If you measure a man by means of his profits, yes, he is. But a man is more than the money he can make. I’m talking about other qualities such as sensibility, reliability, courage, sacrifice, the capacity to love; Mr Thornton is all this and more. Hence, he could never be a loser for us all, my dear. Never.😍😍😍

LADIES: To the gallows?😡😡😡

MRS TINK: No…….Student, stand up! You are sentenced to watch the BBC series again twice and read the book. You will produce then another comment on the topic and if we can spot some evidence of your redemption, we might even let you live. Off you go!

(Exeunt)

Progression or Regression?

I fell asleep. I fell asleep and for a couple of months I have been lulled by the sound of waves, sun  kissed. I fell asleep and fluttered every single day on leisure-land where a pleasant and reinvigorating breeze weakened  any  attempt of the few sensible thoughts left hidden somewhere in a synapse of my dormant  brain to make me quit that state of bliss. I would have slept even longer, in fact, but for that annoying bell, a school bell, actually , which forcibly brought me back to the dullness of the real world and duty. Good-bye leisure-land, I must go, uncertain of my fate.

When  you have to start afresh, it is advisable to begin with baby-steps, something effortless and pleasant, if possible, at the same time, to break the ice,  otherwise one always tends to postpone the initial effort, which is usually perceived as huge.  I thought that filing all the works, projects, power points I had left scattered on the computer the year before would have been a good start and so I did. While watching the screen, I couldn’t help but wonder how technology had actually helped me beat my natural disorganization ( and laziness); in fact , all the school years with papers, tests etc. . were there, beautifully ordered before me. It is memory. Whatever I needed , with a click it was at my disposal.

And I clicked. I don’t know whether it was an evil school-elf or just curiosity which induced me to do so, but I clicked on year 2015 first, 2010 then to get to the early twenties and then I stopped, a bit puzzled. Evoking memories, even working memories can be cruel sometimes.  What remained of that summer state of bliss and dizziness definitely faded away as the facts were plainly before me and needed to be assessed.    

What facts? To make myself clear let’s take a class as example: the third year of high school , average age 16 and let’s follow how learning and expectations have changed in these last 25 years. I have always enjoyed reading Romeo & Juliet at this stage, as the theme of love is captivating and it is a good starting point to get to know Shakespeare, but how has the way I do it changed in time and why?

LATE NINETIES: in those years I was a devout reader of the Arden Shakespeare editions with all those beautiful notes and explanations, hence, I wanted all my students to have one. Despite it was not so easy to find it as we are in Italy and there was no Amazon then, they found a way to get one eventually, all of them . As far as I can remember they enjoyed the accurate study of lines and sources of Romeo and Juliet. How do I know? Well, the following year they asked me for more, so I infer, they liked it. But, did it really matter in the late nineties whether students really enjoyed or not a lesson?

EARLY 2000s: all of a sudden it seemed  it had become quite hard to find the Arden edition anywhere, hence, I told them to buy whatever edition they could find, I would have provided them with the missing information . Of course,  there were always two or three students in the class  who managed to find the Arden edition, but the decline was now inevitable.

LATE 2000s: As in the last years I had found hard managing to read the entire play by the end of the school-year, I decided that they could have used a bilingual edition. We would have read and analysed the most important parts in class in English, while the rest could have been done even in Italian if they wanted, and they wanted .  After all, the knowledge of the main themes of the play was what really mattered I said to myself. It seemed a good compromise to me.

EARLY 2010s: These where the years when school started to be overloaded with projects of any kind, hence, as I was always running out time I decided that the reading of Romeo and Juliet would have been limited to the “Balcony scene” and the end of the play. I also made them watch the catchy “Romeo and Juliet version”  with Di Caprio. It seemed they truly enjoyed it. I was satisfied.

LATE 2010s: I thought it was I good idea to make them act  the “Balcony Scene” and shoot a video. I chose 6 couples e six directors, one for each couple, and gave them the lines. They shot from the balconies of their homes and eventually the films were assembled together with soundtrack, titles, backstage funny moments etc. . It was creative, it was fun. I was proud of them – and myself.

COVID YEARS: on-line learning has required a new way of communicating in order  to be effective. Words couldn’t but go hand in hand with images to be catchy. In this respect I have found useful GIMP,  a cross-platform image editor which I have adopted to embellish my power points. For Romeo and Juliet I decided to take and edit some shots from Di Caprio’s movie and create a sort of photo novel of the “the Balcony Scene” and make  William Shakespeare himself comment and explain the lines of the play:

It was fun, I have fun exploring the news frontiers of learning, I must admit it,  but looking back to what I used to do almost 30 years ago, I cannot help but wonder: what chances of success would my precious Arden edition of Romeo and Juliet have with today’s students? How should I consider all this process of continuous adaptation to new generations’ educational needs a progression or a regression in learning ? Are these needs real or I have simply surrendered, choosing the shortcut of light entertainment? Is it possible that eventually I am the one to be blamed?

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.

The truth is rarely pure and never simple”

 

Everyone, who has been teaching for many years now,  knows how learning has changed, since we started. We are now requested to be entertaining, dynamic, technological and on this purpose we are continuously overwhelmed by new educational theories in a sort of didactic frenzy. Another thing I keep observing every year is that school books have become way less extensive than they used to be with a great deals of patterns, photos  and alluring covers. When I was a high school student, schoolbooks were made of words only, dull and the very few pictures were usually/unfortunately placed  at the very end of the book, so when we had a daily assignment of twenty pages, twenty meant  twenty, no discount.

 Books nowadays are 50% made of pictures. Learning must have a visual and quick impact to catch the students’ interest, who actually strain in being focused for more than 20 minutes. One of the most recent learning theories is to segment the lesson in 3, 4 different moments in order to keep their attention constantly alive. But, is this what we have become ? Comedians who seek for the audience’s clapping by means of a good laugh or the wonder of a magic trick? As, there is another thing I noticed. There has been  a growing lexical gap between me and them in time, and I don’t mean in English, but in our language: Italian. Not long ago, I remember translating the word “bedside” into “capezzale” and they looked at me as if I had all of a sudden started to speak German. We are talking about  18 year old teenagers who have never come across a simple word like that and  which they understood only translating it literally from the English: bed= letto,  side = lato, “ al lato del  letto”= “capezzale”. They are of age and can vote.  What has become clear to me is that the outcome all our endeavors in order to keep them away from  the  “boredom-land”  of activities like reading, writing etc.  has only brought to a dramatic impoverishment of their language eventually.

Several studies have demonstrated that the outcome of the decrease in lexical knowledge and the impoverishment of the language consists not only  in the reduction of the vocabulary used, but also in the linguistic subtleties that allow to elaborate and formulate a complex thought. The gradual disappearance of tenses, for example,  gives rise to a thought almost always in the present, limited to the moment: incapable of projections in time. How is it possible to capture a temporality, a succession of elements in time, whether past or future, and their relative duration, without a language that distinguishes between what could have been, what has been, what is, what could be, and what will be after what might have happened, actually happened?

The use of capital letters and punctuation has become on option of late. An increasing number of my students (who theoretically  are supposed to  be used to studying  Latin, philosophy, physics..) are absolutely refractory to start the sentence with the capital letter , for example,– due to the extensive usage of WhatsApp, I know -, but,  every now and then,  they use it with some nouns, like “ Book”, for instance.  Why? Are you German? No useful answer is produced, but distraction. Let alone punctuation. They master “the stream of consciousness” technique without having read a single line from Joyce’s Ulysses;  it just comes natural.  These “deadly blows” to precision and variety of expression  are but symptoms of the difficulty in organizing thinking,  which affects not only learning, by the ways.  Fewer words, fewer conjugated verbs, lack of speech organization mean less ability to express emotions and process a thought. Without words to construct an argument, complex thinking is made impossible. The poorer the language, the more the thought disappears. If there are no thoughts, there are no critical thoughts and  there is no thought without words.

The historical moment we are living, dominated by mass medias way of communicating, reflects exactly what we have said so far. What is this constant polarization in any matter : vaccines, masks, politics, football, but the consequence of the habit of simplification, which leads to the rarefaction of critical thought? We are no longer used to seeing or better understanding the nuances of a question; everything  is black or white, and you know why? Because it is the simplest thing to do, but “ the truth is rarely pure and never simple”.

School should give the tools to understand what is complex, rather than yielding to this process of simplification. Let’s start from words again. Let’s make read and practice the language in its most diverse forms, even if it looks complicated, especially if it is complicated, because in this effort there is freedom. Everything that creates complexity is the real architect of the improvement of human mind. Without complex thinking there is not any truth.

What’s Wrong with Teachers

Few years ago my previous principal summoned me to ask my illustrious opinion about the introduction of the latest trend in matter of education, that is: CLIL. Our eminent thinkers, who people the aisles of the Ministry of Education in fervent industriousness, had thought that it would have been fine to introduce the teaching of one of the school subjects in English for at least 50% of the allotted hours, and this the last year of high school. Before my dormant reason could react to make me hold my tongue, I heard myself saying: “bullshit”. Yes, bullshit; because we have a few or no such teachers that can explain a subject like Physics, for example, in another language. Bullshit; because, that is the year of the final exams, and even if there were such experts, this switch in language would inconvertibly mean in a consistent loss in the quality of contents. Anyway, as I feared, I had gone too far – Mrs Tink is not used to such a language, after all – I looked at my principal blushing a little, but she only said: “I agree”, “ the matter is your hands”. Mine? Oh, my! And this is how I have been put in charge of CLIL organization in my school, a position which have held firmly for years as nobody wishes to snatch it from my hands .

Of course, this meant attending tedious meetings at the Ministry of Education, of which I only remember the most amazing lasagne ever tried. I still recall myself attending boring conversations without saying a word , but with the corner of my eyes I endeavoured to spot the next tray carrying, more steaming lasagne to dart over them. Of course, as if the morning sessions were not enough, I was afflicted by  afternoon meetings too. I could hear no word that could convince me of the goodness of the project, till, one last speaker caught my attention, which was still blurred by the enormous  quantity of carbs swallowed. More than a full concept, it was a word: mission. Wait a minute, wait a minute: “How did we get there? What mission are we talking about?” I whispered to my neighbour. They were talking about money and career. This new figure, which they meant to introduce, was actually over qualified for high school, hence, somebody had enquired about which benefits such teacher would have had, in short: “what’s in it for me?”.  “Well, nothing”, he answered. “Let’s call it …. a mission”, he replied candidly.

A mission. This is the greatest trap teachers have fallen into these last years. We have been led to believe that we are not qualified professionals but something more, missionaries, that is people who have received a divine call at the service of education and because of such vocation are expected to grow accustomed to whatever situation or to respond to any requirement students, parents, politicians may develop for……nothing, of course.  That is why for teachers there is not a real career or any prospect of wallowing in gold, we are supposed to be content with the outcome of our vocation only. And whose fault is this? Ours,  just ours, because in time we have abdicated to our original nature of educators to become a sort of hybrid with no more defined identity or clear goal. When did it all start? I don’t know.

The events during this pandemic have made no exception. We have been asked to acquire new skills, mostly technological to tackle remote learning at the best and we did it. Once back to school, we have become computer technicians, Wi-Fi experts, Zoom and Meet masters, but that was not enough yet.  When we realized that the computers we had given or the line did not work properly, we instantly started to bring our own devices or to use our own router Wi-Fi, as it was our impellent mission, of course, to make things work anyhow. When school closed, even if our efforts were actually doubled, or privacy annihilated, for the public we had become do-nothing privileged, who should have gone to work to school in any case, taking the example of supermarket cashiers who never quitted their workstation, real heroes of the situation.

Now, think about any other worker. I would like to know which company requires its employees to use their own devices, or to buy more gigabytes in case the Wi-Fi does not work and use private routers. But we are missionaries, we are expected to find a solution to make things work with nothing in return, and if you dare say something, you are reminded that you are lucky enough in these days to still have a job.

In time we have accepted all this and the pandemic has made it only more clear, if possible . Yielding to all kinds of expectations, different from educating, without even attempting to a fight, has greatly contributed to the breakdown of the old education system, which was mostly based on merit, discipline, effort, to supplant it with a pointless approach where subjects have been replaced by projects, discipline by a maternal, over protective attitude and effort, well, it is a word to be used only for sport, nowadays. We teachers are also responsible for all this and the possibility of a change is all in our hands. I think and it is high time we take off the  – I fear for many comfortable – disguise of  missionaries and change direction; a little exercise could be of help : let’s try and remember what made us want to be teachers and I am sure it was not a matter of vocation , but something more. We have to go back there, from where we started.

The Things I Have Learnt this Year. Part 1.The Digital Generation.

I’ve decided to skip the Christmas posting this year,  as I have not much to celebrate or to say about the topic. Yet, the end of the year, and such a year, is the appropriate moment to stop – it shouldn’t be difficult during lockdown – and ponder on what we have learnt or understood, as desperate times are often so very revealing and the naked truths might be unexpected or even shocking.

I’d like to start with what is generally called the digital generation, that is the generation of those who, according to common belief, were already able to understand the know-how behind any digital device since breastfeeding. Those, whose thumbs slide fast on a phone screen and sneer at you if they catch you “hammering” a text with your index, making you feel an old, pitiful idiot. Those who live constantly connected with their smartphone stuck in the palms of their hands. Well, this year I have discovered that the skills of this digital generation are generally overrated. They are not digital at all, unless we call digital only those who can text, share pics or videos, like posts only and, please, don’t tell me they enjoy the vast prairies of information. They don’t. Their seach for knowledge begins and ends with Wikipedia and however, never goes beyond page 1 of Google.

Before the spreading of remote learning revealed this absolute truth, I had had some clues here and there, but I had never given them much consequence; there wasn’t a pandemic after all. I had noticed once, for example, that the computer my husband and I had bought for my nephews looked quite “neglected” in their room, despite we were told it was a “I can’t do without it “ gift. I also noticed they never seemed to remember where the i Pad we had given them the year before was. Never. By the ways, when they eventually found it, it was regularly dead. So, they actually could do without both of them.

At school I had been misled by the fact that any time I had a problem with devices or connection, I could always rely on one or two “helpers” for each class, but only recently I have realized why they were always the same in any class I taught and the reason is that the others have never had not a clue of what it ought to be done, like me, and two in 25 is the exact percentage of those who consciously use technological devices. 2 in 15, 8 in 100, this is the truth.

Any truth needs to be proved and the occasion was my first remote classwork – quite oxymoronic, isn’t it? – during which the students had to perform the following complex operations: download a text, fill in, save the text, upload it. A piece of cake. Of course, I had given them days to make practice with a mechanism, I was sure they were absolutely familiar with. Well, it was not so. As soon as the test began, I was flooded with the following list or problems:

1.Teach!!! 😱I cannot download the text! It says I have already downloaded it, but this is IMPOSSIBLE! I did NOTHING😇!!! Soon others tagged along behind, but unfortunately for them the rest of the students had succeeded in downloading it, so I understood that the system actually worked. After a quick check, I saw that all of them had “unconsciously” downloaded the text more than once, even seven times.

 Ok. I’ll reset your downloads and try again. Only once now or you are out”😤. A good threat at the right time always works, believe me, in fact, I received no more issues of this kind.

2.Teach!!!!😱😱I cannot fill in the text, I don’t know why 😇!!! Soon others tagged along behind but unfortunately for them the rest of the students had succeeded in writing in it, so the system actually worked.

“How can that be? It is a txt file! Which device are you using? Haven’t you tested it before?”🤔

(more or less they all give the same answer)I’m using my phone! Yesterday it worked!😩

“So, you are telling me that yesterday everything worked?”🤔

“Yes, it worked on the computer!”😥😩

“But you are using your phone now – and I might discuss your choice of device for a classwork, even if from remote – and you should have tried on the device you had planned to use, otherwise what is the point of giving you time and tools to practice? What phone are you using?”😤

“An i Phone.”😥

“You need to download a specific app, to be able to write in a txt file with the i Phone, these issues should have been solved before the classwork and not during the classwork.😤😤

3. (after few minutes)Teach😱😱😱!!! I don’t know what happened, I  did NOTHING, whatever I wrote has just disappeared!!!😱😥😇

“Have you saved you answers?”🤔

“NO, I haven’t.”😥😇

“Well, you’ve learnt something today, you’d better remember next time”.😤😤

4. Teach😱😱😱😱!!! I don’t know what happened, I saved the text , but I can’t find the file anywhere, it has vanished, evaporated, dissolved….😥😥😥

“Like magic, you mean?”😤🤔

😳

“How have you named your file?”🤔

“I have not”.😥

“Good. Well, you’ve learnt something today, you’d better remember next time”. 😑😤

Did anything change in the other classes? Absolutely not. Same issues, same drama, same confusion. Hence, lesson learned: you may even be born digital, but actually being so, well, that’s another story.

 

Nervous Breakdown

It’s  been  only 3 months  since the beginning of school and I have the impression of having lived at least seven lives. I’ve become old, all of a sudden. Whatever I do, whatever I have been asked to do, turns out to be eventually pointless, useless, frustrating. I feel like a caterpillar which is, despite all its efforts, unable to turn into a butterfly. Yes, I feel like a caterpillar, but I remember I was a butterfly once.

If you are not a teacher, I’m sure you would think I’m being dramatic, but I am otherwise sure that the teachers from all over the world, ALL of them, will understand perfectly how I feel. What turns my hopelessness into anger is what I read daily about Government resolutions regarding school opening  after Christmas holidays: no ideas, no plans, everything left to chance, but one thing  they have clearly in mind: we MUST go back to school anyhow.

Of course, when you spent 3 billion euros in one seater  desks, as the only real strategy to tackle this pandemic season, we MUST go back to school, I understand . That is why, with the intent of pursuing this chimera, despite negative figures, spreading infection rate, despite what common sense would suggest, we have been obliged to experiment teaching  in any condition. If you don’t believe me, give a look at this list.

DIDACTIC ESPERIMENTS DURING THREE MONTHS OF PANDEMIC:

  • ALL STUDENTS IN. (done) It lasted two weeks. Then we started to notice that teachers and students were going missing as they were put in quarantine. We noticed it; nobody told us. Eventually, I was one of them.
  • ONE CLASS IN THE GYM(done) Since we were running out of classrooms any space had to be used. Being that big, the sound effect is that of a church, with echoes mostly. No problem if you have a stentorian voice. I haven’t.
  • TWO CLASSES IN THE GYM. (done) Some super smart colleague thought clever to use the mike, while the teacher with no stentorian voice was doing all she could to be heard. Blood ran at the end the hour.
  • TWO CLASSES IN THE LECTURE HALL.(done) Just like in the gym , but with no echo and no lesson actually. Try to imagine about 30 kids who are supposed to follow the English class, while other 30 are following the Math class. Blood very likely to run at the end of the hour.
  • OPEN AIR CLASS.(done) A very romantic option. 30 kids under the school portico, with the soundtrack of the barwoman who makes cappuccinos and coffees – God bless her – while pigeons discharge their excrements on desks and floor, if not on kids or teachers.
  • 50% IN AND 50% REMOTE. (done) Most of the time spent on: Can you hear me? Can you see me? While half of the class watches you amused.
  • 25% IN AND 75% REMOTE. (done) Never reached the 25%, as those who were supposed to stay in class knew that they would have been  the privileged target of teachers’ “attentions”.
  • 100% REMOTE FROM HOME. (done) Paradise. How strange that such a despised option in the past might become absolute perfection in the present.
  • 100% REMOTE FROM SCHOOL. (done) But if any student, for any reason, cannot follow lessons from home, can demand to stay at school and so his teachers are, as a matter of fact, banned from paradise, to stay with him. We might also call this option 100% but one.

YET TO BE EXPERIMENTED AFTER CHRISTMAS:

  • WORKING ON SATURDAYS AND SUNDAYS. No comment.
  • STAGGERED ENTRANCES. Which means starting from 8 in the morning and ending at 8 in the evening.
  • SCHOOL YEAR ENDS IN JULY. I know all those maintaining that teachers  enjoy  long holidays would welcome this option with screams of joy, after all we would look after their children till July, how couldn’t we teachers sympathize with them?

Does it sound like a joke? I’m afraid, it is not.

The Right to Party

We have lived fortunate times, this is for sure. No world conflicts, economic boom,  lucky enough to have inherited fundamental rights we have not fought for, which have made our lives safer, more guaranteed, more dignified. 

We have lived fortunate times, so fortunate that leisure has become the “pillar” of our lives. In the past only a few bunch of people had time and money to enjoy leisure. The others were quite content, if they could provide their families with food, shelter and education for their children. 

We have lived fortunate times; but the “pillar” which has held up our lives  is about crack under the blows of the outbreak, as our leisures are at stake, since a new lockdown is very close. 

We have lived fortunate times, that is why we are unprepared to fight the enemy. We have never bumped into any, so we do not accept its threatening existence, moreover, it cannot be seen, so it is much easier to close our eyes and try to ignore it.

We have lived fortunate times, to be sure, but solidarity and the awareness of belonging to a community have given way to individualism  and selfishness, thus weakening any effort of developing common strategies .

We have lived fortunate times, times which have produced,nevertheless, generations of parents and children who are no longer focused on fundalental values such as education, commitment, effort, for example.

We have lived fortunate times, that is why we cannot conceive a world  made of common sacrifices and limitantions, even when those are due to an unpredictable emergency. We don’t want our lives to be changed, the life of our children cannot be changed, hence, it has become vital to preserve our right and their right to socialization and fun, therefore, pubs, bars, restaurants etc,  ought to remain open. Psycholoysts blabber about the amount of damages this generation of adolescents will suffer from deprived proximity to friends, forgetting that this generation has made of isolation their distinctive trait much before the pandemic. They have always enjoyed being isolated for hours with their playstation, they are isolated even when they are with their group of friends, always stuck to their cellphones, they live isolated in their families. A month of two of lockdown can have no prolongued effect on our children, for one main reason above all: they are young. They have all their life to live and they will forget, that is a privilege of the young. The only risk they might run is that of  learning a lesson from this event, if we allowed them, of course.

We have lived fortunate times, but are we so sure they have been thus fortunate?

The Final Act

There was one Act more to be written to complete my midsummer tragicomedy, the final one, but I had to see things clearly before giving it a proper end and, amid the maze of distress of these first weeks, “clearly” was not a word I could use to describe any of my actions, which have been mostly fretful, clumsy, confused, accidental. But now, I can say I see all the pieces of the puzzle, particularly after a conference call, which has been vastly illuminating. Clouds are now gone. It was held by an eminent ex magistrate who is charge of safety rules in our school (RSPP) and the exciting theme was: “culpa in vigilando” . The usage of Latin suggested that it couldn’t but be a very serious subject. Latin is the language of law, after all.

Act V
RSPP😒 : “As responsible of the protection and prevention service of your school, I am obliged to elucidate some points of the recent dispositions in matter of Covid -19, as from your behaviors, it doesn’t seem to me you are fully aware of your duties, despite the short vademecum of 97 pages of guidelines I gave you to read and memorize”.

One teacher😤: ” 97 pages cannot be considered actually short, it was almost the length of my university dissertation and with no pictures too. I guess a list of rules of one or two pages would have been more likely to be followed”.

RSPP 😑(calmly):”Ignorance is not admitted by the law. You are teachers, after all. What are 97 pages for you?

The same teacher😤: ” A lot, considering the load of things we have to do these days”.

RSPP:😑:” By the ways, you must be aware of the repercussions of your actions, and that’s why we are here. First of all, you MUST bear in mind that the Covid, according to article 42 of the decree-law 18/2020, is equated in all respects to an accident at workplace.”

Teachers (in religious silence) 😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳

RSPP 😏(smiling): “I see I have caught your attention. So, being principals in all respects your EMPLOYERS as stated by D.M. n.292/1996 (general startle) , they are responsible of the safety and health in the workplace as specified by the legislative decree n. 81/2008. This is the reason of the 97 page guidelines. If principals fail in risk assessing they may be charged of “culpa in organizzando” according to art.2043 of the Civil Code, but if YOU don’t observe those rules you may charged of “culpa in vigilando”,art. 2048/51 of the Civil Code (pauses).

Teachers (still in religious silence) 😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳

RSPP 😑(clears his throat): “Let’s be more clear: if a student falls ill with Covid in your school, he is considered as a WORKPLACE VICTIM and if it is demonstrated that it happened because of YOUR negligence, you’ll have to pay the consequences”

Teachers (in unison) “Us”?😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳😳

RSPP 😑(sternly): “Yes, you. So, we’d better recap the main rules. First, you MUST wear your masks. When the students arrive they will receive new masks to be worn”.

One teacher😒 (sarcastically): “This is ridiculous. Students are all assembled outside school in the morning and don’t wear masks, their parents don’t wear masks when they drive them here and at the end of the day they are assembled once again with no masks;  they quickly take them off, as soon as they walk through the school gate. But if one of them gets ill, I might be blamed. Excellent”.

RSPP😏(with visible satisfaction): “I may agree with you, but this is the law and we are not here to discuss the law. Once the students are in classroom, they must sit where indicated, and they can take off their masks, but you must always control they are seated properly”.

Teachers ( in the Meet chat, as he doesn’t want to be interrupted):” What do you mean by “seated” properly?”😳😳

RSPP 😒(a little annoyed):  “They must keep the upright position and cannot turn, otherwise, they must wear the mask. If you walk along the class, they must put on their masks as you pass by,  if you call one of them to the blackboard, you and those sitting in the first row must put on your masks”.

Teacher (in the Meet chat): “If I have understood well, while one student is at the blackboard, I should control that the others are seated still, like statues?😳

RSPP😑: “Yes”

Same teacher😤 (mike on) :” Do you think it possible? So, any time Jacopo X., for example who has never been still in five years and in his entire life, I suppose, turns his head and, heaven forbid, gets ill, it is my fault, is it correct?

RSPP 😏(visibly satisfied): ” Exactly”. “And you MUST not forget to write on your register those who ask to go the bathroom and those who, for any reason, walk into the classroom, pricipal included.

Another Teacher 😤(takes the floor): ” Excuse me, but that would be hard to follow, if we were all in class, but it is not so. You should not forget that we have also other students on-line to follow. Students who have their needs, often connection problems. How can I guarantee, that Jacopo, as to mention one, does not turn, while somebody at home requires my attention or walks in? How can I demonstrate, I haven’t been neglectful?

RSPP😑: “This is the law. I cannot add anything more”.

Another Teacher😤 (takes the floor): “Let’s recap. Every day I welcome my students and check they have their masks on, once seated  with one eye I control they are still, while with the other I try to connect with the students at home, if everything goes right, if…….,  I make the roll call, always making sure they are still and I have to record any movement in the class. Considering that those at home are allowed to disconnect fifteen minutes before the end of the lesson, when am I allowed to teach, actually? What am I supposed to do exactly? The guardian? The babysitter? This is madness”.

RSPP😏 (nonchalantly): “And, you MUST not forget to sanitize the desk, the chair and the computer you have used. You’ll be alble to find the products in the drawer “.

Teachers (speechless) 😶😶😶😶😶😶😶😶😶😶😶😶😶

Teacher 😂(writes a comment on WhatsApp chat):” How often have I told you, that one day we would have eneded up cleaning the rooms and the toilets of the school? Well, that moment has come!”😭

Learning exeunt.