Right: Angie Smith for The New York Times 45
mentoring students. There’s a teacher, Jonté
Lee, in Washington, D.C., who does amazing
science experiments in his kitchen, so kids
want to log in and be a part of science class.
Bazelon: Shana, you tweeted last month to
other teachers about how unsolicited advice
is going to be in abundance now, especial-
ly from people outside classrooms. OK, so
what’s helpful to teachers?
White: First of all, time. I think every teacher
has asked for more time. Teaching online and
teaching in person are two totally diff erent
beasts. And we’re treating it as if it’s the same,
just using a computer. Think about math teach-
ers who use manipulatives. They can’t do the
things that they normally do in the classroom.
They don’t necessarily know the websites and
resources that have virtual manipulatives. I
have a really good friend who’s a language-arts
teacher, and she’s asking, ‘‘I want to do read-
alouds and annotate with students, but what
are the tools for doing that virtually?’’ I have
experience teaching virtually, so I know how
to get kids engaged, and I’ve been able to prac-
tice. I have diff erent expectations of students
than I would if they were in person. But thereare other teachers, competent teachers, who
are saying: ‘‘I only have four kids come to my
class. How did you get 28 to come?’’ I think the
big thing is that teachers don’t have the time
to fi gure it out, and we aren’t being given ade-
quate resources and support. Many teachers
are being told of changes at the last minute and
expected to still be eff ective. Teaching during
a pandemic is new for everyone, and the lack
of grace and communication and support to
truly plan instruction has been disheartening.How Will the Pandemic Alter
the Future of Education?Bazelon: I have a devil’s advocate question:
Given how hard this is, should we be just fi g-
uring out how to let kids run around outside
together or socialize in big, safer indoor spac-
es, hoping that if we keep them socially and
emotionally well, they’ll make up for the lost
academic content later? There has been so little
creativity about outdoor learning in much of
the country. It’s warm out right now in a lot of
places! We don’t have comprehensive numbers
for day camp, but they worked well in many
places, with low rates of transmission even in
hot spots. Is that a route that we should be
thinking about, even though it doesn’t refl ect
the usual priorities?
Noguera: The question you asked raises an
interesting point. Suppose we had a nation-
al push to get kids reading. Low-tech. Actual
books. And writing. We have, I think to some
degree, become too beholden to the tech-
nology. I think outside learning could work
in places like California. But it requires goodEvie Hammer, 12
Seventh grader, Ligon Magnet Middle
School, Raleigh, N.C.The worst thing about virtual learning is
how emotionally draining Zoom meetings
are. At the end of the school day, I feel
exhausted, and I just want to get away from
screens. I think the thing I miss is being
with friends and having real conversations
with them. I miss running out to buses
and hugging my friends, surprise back-
pack-pulling attacks and running through
the hallways.Robert Stuart Middle School, Twin Falls, Idaho
From left, Amal Mohamed, 12, Sadia Salah, 11, and Rawan Ibrahim, 12,
ride a bus to school.