Teaching from my Basement

By Mr. Ludwig ('95)

Over 20 years of teaching English at North Rockland High School, I’ve certainly faced my share of career challenges.  From mastering new curriculums and testing formats to spending weekends grading essays and drowning in graduate work, each year has had its ups and downs. But almost all of these prior years pale in comparison to the crisis facing students and teachers during the COVID-19 pandemic. 

As of the time of writing, North Rockland has announced a “Holiday Pause,” in which the entire district has shifted to a fully remote learning model.  This decision is very wise, considering upcoming holiday gatherings and the growing infection rate in the U.S.  The upside to this scenario is that teachers and students will be required to meet virtually every day on Google Meet.  I’m excited to see all my students every day, since I think it will lead to a better class rapport and enhance the continuity of instruction.

Unfortunately, my family and I live in a rather small home.  Both of my children attend virtual school upstairs, while I’m relegated to the unfinished basement.  From my basement abode, I conduct Google Meets, attend faculty meetings, plan lessons, and grade essays.  The unpolished wooden beams, crisscrossed with water pipes and electrical wiring is rustic to say the least.  Since there are no windows, I often ask students what the weather is like outside.  My colleagues often poke fun at my subterranean setting, but I tell them that it’s the only place where my family leaves me alone.

Teaching from the darkened basement is a big step down from working in my light-filled classroom; teaching on Google Meet is a big step down from working with students face-to-face.  Why is it so difficult to entice students to speak online?  Even a typically chatty bunch of students suddenly goes mum when I ask a question on Google Meet.  I can commiserate with students’ instincts to hide their faces while on camera.  I also cringe when I have to make a video lesson for at-home learners.  Do I really look and sound that dorky?  It’s been a personal challenge to come to terms with my video likeness.  Then there’s the seemingly endless barrage of educational websites and apps designed to make our lives easier.  I can’t speak for other teachers, but I’m still not sure I know the difference between a Padlet, a Jamboard, and a Flipgrid. 

However, through it all, the NRHS family comes together to make virtual learning a successful venture.  In the English department we collaborate with grade-level teams to restructure curriculum and offer emotional support.  Our fearless coordinator, Mr. Armida, has developed countless video tutorials to familiarize us with the new technology and has devised a digital portfolio project to showcase written work for all English students grades 7-12.  Our resourceful librarians, Mr. Nugent and Mrs. Hoffman, encourage students to borrow library books, even though they might not get them back until the spring.  And of course Dr. Gill and his team of administrators work tirelessly to provide the best learning experience for our students.

         But most of all, I have to recognize the efforts of our Rambling Raider editorial team, under the direction of Senior Editor-in-Chief, Harrison Gerson, and Junior Editor-in-Chief, Gabrielle Ceconi.  It is truly astounding what they have been able to accomplish under the present circumstances.  It is my greatest pleasure and privilege to advise The Rambling Raider in this new online format.  I hope that our publication brings you some sense of normalcy in these troubled times.