Ronan, Polson teachers succeed educating remotely

Many teachers chose their profession because they love interacting with students; they truly enjoy watching youth learn and succeed.

Since schools across Montana moved to a distance learning structure for all classes in mid-March due to COVID-19 health concerns, teachers have completely altered the way they reach students. Lesson plans and due dates are laid out on a weekly basis, interaction comes mostly through an often laggy video chat screen and teachers gauge the level of understanding on topics without being able to actually see the students.

There are many challenges involved for teachers, parents and students alike, but over the last month both Polson and Ronan high school teachers and administration have worked diligently to progressively improve the remote learning process. And with each week, as the new system of learning gets ironed out even more, both schools are prepared to continue online teaching as long as needed.

Ronan High School principal Kevin Kenelty explained that converting over to a remote learning platform has been challenging, and at times frustrating for all parties involved. However with each week that passes, he said teachers, parents and students are adapting with less issues arising.

“Change is always hard, there seems to be frustrations that go along with change and those are becoming less,” Kenelty said. “We’re becoming more at ease both on the student-parent side and on the teacher side.”

Kenelty said Ronan High School administration structured their distance learning program based on more of a college class layout because they did not want students in front of a computer screen for seven hours a day. Teachers and students are required to check in daily and each class has three lessons a week.

For some subjects, remote learning is an easier adjustment. However for more hands-on classes, teachers have had to think outside the box. Kenelty said Ronan PE teachers are requiring students to be active for at least 20 minutes a day and have the students send in a video of them performing the activity. Classes where projects are required, teachers have students turn in before and after pictures and the Ronan band students perform songs outside on their porch for credit.

Ronan agriculture teacher and FFA advisor Casey Lunceford said that although his students are usually spending most classes outside in the greenhouse this time of year, he has taken this opportunity to teach students about more agricultural issues.

Some of his classes are getting the opportunity to earn their OSHA, Occupational Safety and Health Administration, certification since doing a lot of normal agriculture projects is not possible in a remote setting.

“This time of year [hands-on projects] are probably 75% of class because even in the regular agriculture classes, it’s kind of the proving time now,” Lunceford explained. “They’ve spent a lot of time in the classroom, and this is the time where projects allow them to really prove what they’ve learned.”

He said agriculture students enjoy the hands-on part of class and it is tough for them to miss those activities this year. Lunceford sends his classes weekly update videos from the greenhouse and FFA farm to keep in touch and help the students stay motivated.

Although the adjustment to learning online was mostly new for teachers and students, some were already using online platforms as a supplemental learning tool prior to school closures. This made for a relatively smooth transition moving to online class instruction.

Polson band director Richard Sawyer said the bulk of his students already knew how to use the Google platform before distance learning became the norm. Since moving to remote teaching he is utilizing Zoom video conferencing to connect with his students, but also conference with band directors from around the world leading to a unique growth opportunity as a music teacher.

He also has not experienced much of a problem keeping students engaged and participating. There was a level of expectation for students to practice their instruments at home before, and they are simply continuing those habits. He has had 88% participation so far and this format allows students to learn and explore music in alternative ways.

“Fortunately, all music students sign up for the music courses at Polson High School as an elective, so they really enjoy music and want to be there,” Sawyer said. “I find that this allows for student learning to be ongoing, as music is everywhere. It is very important to provide students with ongoing learning as it helps us to relax, come together, and enjoy the arts apart.”

The Polson High School band is working on a possible virtual ensemble experience to take place in June as a way to be able to perform together again, albeit over an online video platform.

Video conferencing has been an excellent tool utilized by many teachers to stay in contact with students and make sure they have an open line of communication for any problems that arise. Although Polson High School English teacher Katrina Venters uses Google Hangout, a video chat platform, to host some classes and virtual study hall, she expressed that for her the biggest difficulty in remote teaching is the lack of in-person connection with students.

“I think the hardest part is not being able to get that face-to-face interaction with students to gauge what they need more support on or if they all understand and are ready to move on. So it’s hard to do that remotely,” Venters said.

“I’m a teacher because I love my students, so it’s hard not having that interaction on a personal level too,” she added.

Venters said reaching the students was especially difficult when first beginning the process because many youth lacked technology in the way of devices and internet access. However both Polson and Ronan school districts remedied this problem by checking out hundreds of Chromebooks.

Venters said Polson High School expanded the wifi connection at the building so students could access the internet in the parking lot if they did not have another option. School districts also offer paper packets as well to make sure everyone has an opportunity to learn no matter the circumstances. Teachers must provide learning materials in both online and hardcopy formats.

“The assignments that we’re designing are all supposed to be that way, where a student could complete them without the internet and then could turn them in by either coming to school and uploading from the wifi in the parking lot or they could turn in paper copies,” Venters said. “What the school is providing is equal opportunity to access the materials.”

Although access to school work has improved over the past few weeks, engaging students who all have varying learning styles remains a challenge. Venters, who teaches 11th grade English and AP Literature, expressed that even some of her more advanced students struggle with this form of instruction.

“It just requires so much more discipline and self control,” Venters said. “I just think that’s a feature that we’re trying to teach our students, but it’s not a skill that they’re readily equipped with.”

Distance learning is an adjustment for all students, however Polson High School English and journalism teacher Ethan Bucary expressed he is concerned for the seniors he teaches. He is somewhat worried for them academically, however teachers are being extra gracious and flexible with grading at this time, but more concerned for their feelings of uncertainty.

“Teaching seniors remotely has the same challenges that teaching any grade remotely poses, but there is that slight tinge of urgency as the clock ticks down…” Bucarey said. “I am addressing what students need to know before graduating, while simultaneously trying to address the challenges of this new type of learning.”

Bucarey said that regardless of the situation, it is important to him that students continue to learn. He expressed that despite limited ability to help students in person, the school has continued to meet the basic needs of the kids.

“The staff has come together in this time of crisis to take stock in the most important parts of school: that students are safe, well fed and their needs are being met,” Bucarey said. “For me, personally, it helps me remember why I got into teaching — to help students succeed, no matter what happens.”

As the end of the school year approaches and it seems likely that schools will finish remotely, all teachers are doing their best to serve their students. However as educators, they really can not wait until it’s safe to be back in the classroom.

“We really miss our kids and we can’t wait to see them again…” Venters concluded. “I think that’s a pretty common sentiment among my teacher friends, everybody’s saying the same thing.”

Reporter Whitney England may be reached at 758-4419 or wengland@leaderadvertiser.com