This post is part of our series entitled Teaching and Learning During a Pandemic, in which we invite guest authors to reflect on the challenges of the Coronavirus pandemic for teaching and learning. Our guest today is Pasi Sahlberg, Professor of Education Policy at the Gonski Institute at the University of New South Wales in Sydney, Australia. Other posts in the series are compiled here.
So much has been said already about teaching and learning during the Covid-19 pandemic that it is hard to say something new. More focus on social and emotional learning, student and teacher wellbeing, authentic assessments, distance learning with technology, relationships in schools and recess during school days. Fewer high-stakes standardized tests, less unproductive consequential accountability, more direct instruction in school, and less rote textbook learning. All these ideas were presented already before this crisis, but people see that the time is right to transform schools after the pandemic is gone.
Rather than add more to the already exhaustive list of ideas for schools post-pandemic, I want to suggest five things that we should not do when schools re-open. These five things are collected from my numerous conversations and debates during the past few months about the implications of the Covid-19 pandemic for schools, teachers, students and parents. My basic assumption is that schools change slowly, even when pressured by external shocks like the pandemic. I think that the underlying emotion in this devastating turmoil, which by now has affected healthcare, education, economic systems, and the daily lives of billions of people, is fear.
Many are afraid losing their health, the lives of loved ones, their jobs, their dreams, and their futures. What most parents probably expect from schools now is safety and stability, not revolution or change. I like many others think that now is the time to reimagine schools. But I am afraid that making these dreams come true at scale will be very difficult. But if real change is to have any chance, I offer these five suggestions of what not to do. I have long believed that in education policymaking what we stop doing is as important as what we should do. In this playful spirit I offer the following ‘5 Don’ts.