Keishia Thorpe - Teaching in the Global Pandemic - USA

The teacher discusses her experience teaching English to a diverse group of 12th graders, primarily immigrants and refugees, during the pandemic. She highlights the challenges faced by her students, such as food insecurity and lack of stable housing, and the difficulties of transitioning to virtual learning. The teacher emphasizes the importance of collaboration among educators and community support to address these challenges, including the development of a food program to assist students and their families.

What is the primary background of the students taught by the teacher?

• They are from wealthy families.

• They are all from the same country.

• They are mainly immigrants and refugees.

• They are all native English speakers.

What was one major challenge faced by students during the pandemic?

• Difficulty in accessing virtual classes.

• Lack of interest in learning.

• Excessive homework.

• Too many extracurricular activities.

How did the teachers initially react to the sudden shift to virtual learning?

• They refused to teach online.

• They were in a panic and had to quickly adapt.

• They immediately had all resources ready.

• They were well-prepared and calm.

What was a key strategy used by teachers to address learning gaps?

• Reducing the curriculum content.

• Focusing only on exams.

• Collaborating and revisiting strategic plans.

• Ignoring the gaps and moving forward.

What initiative did the teacher take to support students' basic needs?

• Organizing online gaming sessions.

• Offering free online courses.

• Arranging transportation for students.

• Providing food through community partnerships.

Why was providing food to students important?

• To reduce the school's food surplus.

• To encourage them to attend school.

• To ensure they had enough energy to learn.

• To make them dependent on the school.

What does the teacher emphasize as crucial for student success?

• Reducing the number of teachers.

• A strong community and support system.

• Focusing solely on academic achievements.

• Individual effort without community support.