Educators in Ontario are starting 2021 by pivoting. Again. 2020 saw us pivot from what we quaintly referred to as “school” to “emergency remote learning” from April to the end of June. Then, in my school board, high school teachers started September in “quadmesters” organized into what is possibly the weirdest teaching I can imagine (and one which I still cannot describe succinctly): we teach one course for approximately four hours a day every other week. During that week, half of the class is in person one day and the other half is at home; the next day, they switch. Teaching is hybrid because the at-home cohort requires “some” synchronous connection with the in-class cohort during the day. Once both cohorts are home and have had a lunch break, they are supposed to do asynchronous learning for another hour. I’m pretty sure we used to call that homework, but whatever. The next week, we switch to a different course. Apparently, this is a mere pivot from our previous practice.
Now, as 2021 starts, we are “pivoting” again because Ontario is back in lockdown – or at least partial lockdown. First, we’re teaching fully online for three weeks. Because that doesn’t feel quite challenging enough, we are going to teach two classes a day for 112 minutes each (the two classes which we previously taught on alternating weeks for 225 minutes). The instruction must be synchronous for some amount of time that I can no longer remember, and there will still be an asynchronous component at the end of the day for those whose heads aren’t already spinning.
Also, while no one knows exactly what will happen, we’ll probably pivot back (re-pivot? un-pivot?) for the last week of January when we may or may not return to the original 2020 quadmester plan, except that this would give one course a full week of instruction and the other course none – so I may or may not be seeing the students who may or may not need something to learn. I mean, it’s not a problem because when we get there, we’ll just pivot.
But the current pivot means that all I need to do during winter break is cut my pre-planned two weeks of hybrid daily instruction plans in half, spread them over three weeks and – maybe? – two days, download and practice using a few apps (hello, colleagues who have time to practice with me) so that fully virtual learning can go smoothly, convert any planned in-person instruction to a different delivery mode, and get ready to handle any residual upset the students might be experiencing from the last time this happened – when we told them we were extending March Break & then separated them from all their friends & didn’t allow them back in the school for 5 months.
You know, pivot.
As 2020 ends and people suggest various phrases that define the year – “You’re on mute” is a fave – I vote for “pivot.” Oh, how I have come to loathe that word. To me, it implies an easy twist to a new position. Just turn a little and keep doing what you were doing. No biggie. No need to reconsider your pedagogy to take into consideration the trauma adolescents might be experiencing as the world around them goes haywire. No need to think about how that affects their ability to learn. No need to recognize that in-person, hybrid, and online education are, in many ways, entirely different beasts. No need to examine which educational practices are foundational and which are, perhaps, merely habitual. Just pivot.
So I looked it up. Because I’m a word nerd like that. And, while I regularly tell my students NOT to start essays with definitions (Dear Heaven, but they don’t need another way to avoid saying actual things), I’m going to share two of the definitions I found at dictionary.com.
– to modify (a policy, opinion, product, etc.) while retaining some continuity with its previous version
– Basketball. to keep one foot in place while holding the ball and moving the other foot one step in any direction.
Suddenly I am back in high school, playing basketball with my athletic younger sister at the top of our driveway. She is on the Varsity basketball team. I am terrible at basketball, and my inexpert play is not helping her improve her game. Frustrated by my inability to block effectively, she sighs, “Just… set a pick,” and she places me between her and the basket. “Spread your feet, bend your knees a little, and stand still.”
I do, and she dribbles around me again and again, her brown hair flying as she finds different ways to create space for her shots. Sometimes – often – she pivots, confusing the imaginary defense before she spins around me and shoots.
Pivot, huh? Keep one foot in place and move the other foot in any direction. Retain some continuity. It sounds easy when the government or our school board assures people that we will simply pivot to online teaching, but I know better. Pivoting isn’t an effortless turn, a round peg gliding smoothly in a round hole. I think of my sister, relentlessly seeking improvement, earning her starting position one afternoon at a time, bouncing and bouncing, turning and turning, intentionally putting obstacles between herself and the basket. She was working.
Still, even if we had to work at it, we had fun on those afternoons, and we got better – or she did, anyway. I didn’t, but I was mostly just standing still. It wasn’t easy, but, well… I think I need to go try out a couple of new apps. I’ll try to remember to keep one foot in place, but I’m constantly stepping with the other because on Monday, we pivot.