The most significant action of all may well be our public K-12 schools. This is a really difficult issue, one I'm sure has replaced yesterday's deliberations about colleges. It's going to be very difficult to figure out how to educate this population in any way but in-person; to compound the problem, teachers' unions have very strict contracts that prevent their services from being rescheduled too far into the summer, for instance, while school districts nevertheless have to provide some exact number of instructional days (about 180) per student or those students can not be promoted to the next grade next year. This is a big conundrum--and why NYC has seen colleges switch online and Broadway and museums closed,, but not yet the public schools. This is very, very clear in Westchester County (as Thylo alluded to) that has 121 cases in a very small area but hasn't shut its schools. One poster mentioned a 2-week closure; this is possible, because we had such a mild winter that there are unused school
days left that can instead be used for this emergency. It really becomes a very different and difficult situation after those two weeks. Schools and teachers' unions are really caught between a rock and a hard place, while of course, the most important consideration is the children.
This thread is about what we personally face with COVID-19, but I've stuck mainly with reporting what's happening in NYC. But I'm one of those college instructors who will now be teaching online for the first time starting in a week. This may sound like an easy solution, but for all of us who have never done so, it doesn't seem possible. Online courses work well when there is a body of material to learn or memorize--like psychology or zoology or art history--but process courses, which teach a process of doing something like writing, require discussion, demonstration, engagement, encouragement. I don't know how to do that without having students right in front of me, or sitting beside me, or looking at something a student has written with me. This is beyond necessary for second-language speakers learning basic literacy, a course I'm teaching for the first time in 15 years. If I were teaching a lit or research course, perhaps I could make it work via email or Blackboard--"you learn on your own and I assess and grade," a cavalier concept at best. But teaching the "how-to's" of reading and writing to people who desperately need it really means I need to pull skills of face-to-face computer networking out of thin air. My college is doing its utmost to help us do precisely that with a program called Blackboard Collaborate, with workshops scheduled around the clock. No one gets it after one session, there is no time for more sessions, and then we have to teach the students how to do it and make it like a real class. A real class? Yes, and it has to be, because each of us has to be ready to explain to the Middle States Association, our accrediting agency, that we have managed to do what our in-person classes do. That's a tall order when one's responsibility to a student is the central tenet in your life. Will I be able to do right by them? That's the standard I've judged myself against for 30 years. How has COVID-19 affected me personally? For the first time, even giving everything I can, it won't be the same as giving them everything they need and deserve. And I'll have to live with that.