{"id":6525,"date":"2021-02-08T23:59:27","date_gmt":"2021-02-08T23:59:27","guid":{"rendered":"https:\/\/www.rmff.org\/?post_type=vitality-magazine&p=6525"},"modified":"2021-08-13T16:30:28","modified_gmt":"2021-08-13T16:30:28","slug":"how-teaching-remotely-has-brought-one-educator-closer-to-her-students","status":"publish","type":"vitality-magazine","link":"http:\/\/old.rmff.wrhosting.net\/pt\/insights\/vitality-magazine\/how-teaching-remotely-has-brought-one-educator-closer-to-her-students\/","title":{"rendered":"Como o ensino remoto aproximou uma educadora de seus alunos"},"content":{"rendered":"
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Desde que come\u00e7ou a lecionar, h\u00e1 quase quatro anos, o que Ashya Thomas mais adora na profiss\u00e3o \u00e9 conectar-se com os alunos em n\u00edvel pessoal. A ex-aluna da Ball State University, de 25 anos, adora compartilhar suas pr\u00f3prias experi\u00eancias com os alunos de uma forma que seja compreens\u00edvel, ganhando assim a confian\u00e7a deles e incentivando-os a ouvi-la.<\/p>\n<\/section>\n\n

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Ent\u00e3o, quando a KIPP Indy Legacy High School de Indian\u00e1polis, onde Ashya leciona desde janeiro de 2020, fez a transi\u00e7\u00e3o para o ensino virtual em mar\u00e7o, com o in\u00edcio da pandemia de COVID-19, Ashya se preocupou com sua capacidade de manter os la\u00e7os incipientes que havia criado com seus alunos. forte. Isso foi especialmente verdadeiro para os alunos com quem ela interagiu regularmente em pequenos grupos nos tr\u00eas meses em que lecionou pessoalmente antes de se tornar virtual. <\/p>\n<\/section>\n\n

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\u201cQuando mudamos e nos tornamos virtuais, lembro-me de ficar muito triste por n\u00e3o poder estar com aquele pequeno grupo de crian\u00e7as porque sabia que os tinha ajudado muito pessoalmente\u201d, disse Ashya. \u201cEssa incerteza me deixou com medo porque eu estava fora da minha zona de conforto normal. Eu tive que come\u00e7ar tudo de novo. Me senti como uma professora do primeiro ano novamente.\u201d<\/p>\n<\/section>\n\n

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Com o apoio de uma forte equipe de lideran\u00e7a escolar, Ashya assumiu sua nova fun\u00e7\u00e3o como instrutora remota. E ela n\u00e3o apenas conseguiu, mas tamb\u00e9m prosperou \u2013 e fortaleceu seu v\u00ednculo com seus alunos.<\/p>\n<\/section>\n\n

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A escola de Ashya faz parte de uma rede nacional de escolas p\u00fablicas charter que se orgulha de promover o rigor acad\u00eamico e de estabelecer relacionamentos profundos com alunos e fam\u00edlias. Mesmo com as limita\u00e7\u00f5es impostas pela pandemia, a equipa redobrou os princ\u00edpios fundamentais da rede. <\/p>\n<\/section>\n\n

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No in\u00edcio da primeira fase do eLearning, na primavera passada, a escola de Ashya enviou os alunos para casa com Google Chromebooks para garantir que pudessem ter acesso ao ensino on-line. Os professores e dirigentes escolares perceberam rapidamente que muitas das suas fam\u00edlias \u2013 muitas das quais t\u00eam baixos rendimentos \u2013 n\u00e3o t\u00eam acesso \u00e0 Internet de alta velocidade. Assim, a equipe t\u00e9cnica da escola deixou pontos de acesso Wi-Fi nas casas das fam\u00edlias, junto com outros equipamentos, como carregadores de computador.  <\/p>\n<\/section>\n\n

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\"\"As necessidades na escola de Ashya refletem lacunas semelhantes em Indian\u00e1polis, onde 25% dos 152.000 alunos distritais e de escolas p\u00fablicas da cidade n\u00e3o tinham acesso dom\u00e9stico de alta velocidade \u00e0 Internet no in\u00edcio da pandemia. A Funda\u00e7\u00e3o Richard M. Fairbanks est\u00e1 entre um grupo de financiadores que est\u00e3o trabalhando para resolver essa exclus\u00e3o digital por meio do Fundo de eLearning de Indian\u00e1polis de $3,5 milh\u00f5es, que apoiou investimentos criativos para ajudar fam\u00edlias e educadores como Ashya a navegar com sucesso no eLearning. O Fundo de eLearning de Indian\u00e1polis tamb\u00e9m apresentou uma solicita\u00e7\u00e3o ao Fundo de Al\u00edvio Educacional de Emerg\u00eancia do Governador (GEER) em nome dos 11 distritos escolares da cidade, 50 escolas charter e mais de 60 escolas particulares, e recebeu um adicional de $11,5 milh\u00f5es em financiamento de ajuda federal. para conectividade dom\u00e9stica com a Internet e dispositivos (por exemplo, laptops).<\/p>\n<\/section>\n\n

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Apesar dos seus receios iniciais, a rela\u00e7\u00e3o de Ashya com os seus alunos aprofundou-se enquanto ensinava remotamente. Antes da pandemia, ela estava acostumada a se conectar com seus alunos fora do pr\u00e9dio da escola no dispositivo m\u00f3vel que sua escola lhe fornecia, mas em quarentena, liga\u00e7\u00f5es e mensagens de texto do FaceTime se tornaram uma constante entre Ashya e seus alunos. Isso, por sua vez, deixa os alunos mais confort\u00e1veis em fazer perguntas, disse ela.<\/p>\n<\/section>\n\n

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\u201cTenho um aluno que n\u00e3o tem problemas em fazer FaceTiming \u00e0s 8h. \u00c9 t\u00e3o natural agora\u201d, disse Ashya, explicando que responde \u00e0s mensagens de texto 24 horas por dia, 7 dias por semana, inclusive \u00e0 noite e nos fins de semana, para atender \u00e0s necessidades dos alunos durante esse per\u00edodo sem precedentes. \u201cN\u00e3o desligamos. N\u00e3o quero romper esse v\u00ednculo com eles agora. Quero manter essa vibra\u00e7\u00e3o, esse impulso.\u201d<\/p>\n<\/section>\n\n

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Ao entrar em quarentena, Ashya se preocupou especialmente com uma caloura chamada Dee Dee*. Ashya trabalhou duro em seus primeiros meses para estabelecer uma conex\u00e3o com Dee Dee e ajud\u00e1-la a enfrentar os desafios que enfrentava em sua transi\u00e7\u00e3o para o ensino m\u00e9dio. Assim que o relacionamento deles come\u00e7ou a crescer, os pr\u00e9dios escolares foram fechados.<\/p>\n<\/section>\n\n

\n

Isso n\u00e3o impediu Ashya, que ligava para Dee Dee quase todos os dias para ter certeza de que ela estava logada. Eventualmente, os dois entraram no ritmo e Dee Dee come\u00e7ou a ligar para Ashya tamb\u00e9m para verificar.<\/p>\n<\/section>\n\n

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No ver\u00e3o, Ashya soube que Dee Dee decidiu se transferir para uma escola p\u00fablica diferente no outono de 2020. Mas logo ap\u00f3s o in\u00edcio do ano letivo, Dee Dee voltou. Ashya ficou surpresa ao receber um telefonema de seu diretor de matr\u00edculas agradecendo por ajudar a manter Dee Dee na KIPP Indy Legacy High School. A decis\u00e3o de Dee Dee foi motivada em grande parte pelo investimento pessoal de Ashya nela - e pela cren\u00e7a de que n\u00e3o haver\u00e1 outro professor que cuide dela da mesma forma que Ashya. <\/p>\n<\/section>\n\n

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\u201cEu definitivamente sinto que me aproximei mais de meus alunos e de suas fam\u00edlias\u201d, disse Ashya.<\/p>\n<\/section>\n\n

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Para saber mais sobre a KIPP Indy Legacy High School, visite www.kippindy.org<\/a><\/em><\/p>\n<\/section>\n\n

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*O nome foi alterado para proteger a identidade do aluno.<\/em><\/p>\n<\/section>","protected":false},"excerpt":{"rendered":"

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