Teaching is perhaps one of the most difficult career fields to be in during COVID-19. Harley
teachers are now tasked with not only managing half of the class in-person and half of the class
online, but they also have to ensure that all safety protocols are being followed and that
students are still learning to the best of their abilities. From sanitizing the classroom in between
periods to troubleshooting technical difficulties with their cameras and microphones, teachers
are experiencing the “new normal,” from a completely different perspective. We are grateful to
have had the opportunity to speak with Upper School Physics teacher Dan Krill, Upper School
Art teacher Allyson Dingman, and Upper School History teacher Sandy Foster, about changes
they have made to adapt to the COVID-19 school environment.
How are you keeping your students motivated?
Among one of the biggest challenges is keeping in-person and online students equally
engaged. Mr.Foster tells us that he’s had some technical difficulties which leave students
twiddling their thumbs sometimes, but his AP class is inherently motivated. He also tries to tie
US history into current events that interest the students. Mrs.Dingman says that, “When
they’re in school they have more hands-on material, but when they’re at home they do more art
theory. I let the students explore what they think is important with group discussions and
comments.” Mr.Krill says, “I try to show them interesting videos, but it’s very difficult to keep
them engaged. For labs, I pair an in-person student with an online student so everyone can be
doing something.” As seen above, the ways in which teachers keep their students motivated is
entirely dependent on the subject in which they are teaching
How have teachers changed their teaching style?
The hybrid model forces some teachers to adapt their typical teaching styles to fit into the “new
normal.” Mr.Krill describes his teaching style as relatively similar to past years, except it’s harder
to be sarcastic with a mask on. Mr.Foster says, “The tech helps me do a slideshow lecture from
school so everything is pretty similar to the way it used to be. It’s been more effective for
discussion too because people at home can hear the comments made in the room, and I will
repeat comments if I think they can’t be heard by the online group.” Mrs.Dingman tells us that
she’s focusing more on how she presents the material and is being more detailed with
instructions. She also says that it’s important to be more open about objectives and have
quizzes for them to understand the material rather than for the grade.
What is the hardest part of teaching a hybrid model?
While many schools are using different models, Harley’s hybrid model is unique among schools
in the Upstate New York area. Mrs.Dingman explains, “ Time management can be tough for me
and the students. I try and teach the same material at home and school, but you need to make
sure that the students are set up correctly in both environments.” Mr.Krills describes the science
labs as one of the most difficult parts of teaching the hybrid model. Mr.Foster states, “Wearing a
mask can get really tiresome especially in a class environment where discussion is the core
piece. The hardest part really though, is the socializing that is lacking. People used to come and hang out on my couch and in my classroom, but now it’s not the same.”
Is there anything that you wish they knew before school started?
Like many others, teachers had very little knowledge as to how the school year would actually
turn out. Mr.Foster tells us that he knew that there wasn’t much planning that could be done
because everything was likely to change. Mr.Krill explains, “I wish I knew that the technology
would work seamlessly, but there’s a lot of little issues to work out.” Mrs.Dingman wishes she
had a better feel for the students before starting the school year, so that she could design her
curriculum with that in mind. In our COVID-19 world for teachers and students alike, embracing
the unknown has never been so pertinent.
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