by Dr. Desiree Cremer
The pandemic teaches us in education that we cannot go back to business as usual. It reveals the inequities for students and teachers and brings to the surface the outdated educational policies that need revisiting or plain removal. The pandemic forces teachers to a creative space to conduct their curriculum, even those who consider themselves devoid of creativity.
My veteran colleagues that had struggled with technology are now navigating through the digital landscape with more ease. I smile at their accomplishment, for they just knocked down the ageist narrative prevalent on some school campuses.
The pandemic teaches us that we all need relationships and interactions, however small. And it exposes what is essential and relevant, provoking questions that linger and somehow remain unanswered. Now the question confronts us who teach; what is the purpose of school?
Dr. Cremer, 2021
The pandemic reveals that not all students need four years of high school. I often wondered why students were taking classes they did not need or want. In the state of Hawaiʻi, students need 24 credits to graduate from high school. Once students have completed the 24 required credits for graduation, why do we not let them graduate? If students pass all their required classes and take classes over the summer to “free up their electives,” then by the end of their junior year, they have the required credits to graduate.
If students are short on one or two credits, allow them to attend school half-time. That way, they could get a job, save up for college, help their families, or get a head start on college. Instead, the school stresses upon students “to fill their class schedule.” Furthermore, the school insists that students cannot change their electives, for now, leaving them stuck with classes that have no relevance. In my observation, students flourish when they have a choice in their electives.
Students are diverse in thought, practice, and drive and if they followed all the rules and met the graduation requirements, let them graduate early; better still, let us celebrate it.
Cooking Choreographer 
There is truth in the depths of your thoughts and hope that collective minds succeed. I am hopeful for the future and and know that adolescents now more than ever are resilient. Keep up the good fight…..Aloha
Thank you for sharing your thoughts and important ideas. I am hoping that when we revisit the vision and mission that we can embed what you have to say because you all truly value education from a student perspective. You will see a difference in their engagement and accomplishments.
We do need to review school initiatives on an ongoing basis and ask those questions that you all shared. I listed some of them below. Perhaps, an important discussion to have is how can we make sense of what we are doing to align with the important questions and what do we need to make it work? I tried to capture some of your questions and ideas.
*What is the purpose of school?
*How can we effectively meet the practical needs of learners in social upheaval and change?
*What was working in schools and how can we be more innovative and re-imagine to meet the needs of students and of current times?
*How can we provide more flexibility in requirements to meet the needs and readiness of students?
*How can we shape education to reflect the voice of our students and use their interests to be at the heart of their educational experience integrated with the underpinning of a strong integrated academic foundation?
As the PCNC, I feel I represent the voice of parents. I am certain parents have the same questions.
Thank you, Dr. Cremer, for sparking some great caring conversations! When I first started here, Principal T showed me your classroom with so much pride. That is a visual memory that I have and what school can be. On a similar spectrum is sports and what it has done for students.
Iʻm in no position to comment other than seeing teachers as heroes during the pandemic especially, and before as well. I think Dr. Cremer is correct in saying we canʻt go back to business as usual without assessing what this past year has taught all of us — and I hope that there are others in education who take up the same banner to address needed changes. I do feel that there is some merit to introducing students to subjects they may not think they are interested in — both STEM and the Humanities — because I believe that a solid Liberal Arts education is a foundation for critical thinking skills. But forcing students to comply (perhaps a pass/fail system) may be detrimental overall for some – and financial obligations may also be important factors.
The term “grit” is often thrown around these days as a way for people to tell others that they just have to deal with the situation they are in without consideration of everyones unique reality. Quoting Angela Duckworth, “Grit is passion and perseverance for long term goals.” The pandemic has thrust people into new situations in which their passions have changed and perseverance has been challenged. To believe that everyone is in the same mindset as they were in January of 2020 is foolhardy.
I agree with Dr. Cremer that now is the time, more than ever, to change and adapt to what the future holds for everyone. Thinking that we will be back to how things were in 2019 is a dangerous notion that is harmful to all of our growth and development. Creative thoughts and displays help people to contextualize their current being and fosters growth through reflection.
In the culinary world they use the term mise en place, putting in place, as a way to prepare for a night of cooking. Making sure all of the ingredients are prepared and in the right place to expedite a successful meal service. School is mise en place for students life, it is not the meal. I think sometimes we forget our role and expect students to be ready to start a long career and be adults without know who they are as people.
If we want our students to have grit then they have to know what they are passionate about through explorations and self discovery.
Dear Dr. Desiree Cremer,
A powerful reflection in the challenges that has asked all of us to step up and improve bridging our curriculum for the 21st century learner.
I am often amazed how often we forsake elective classes simply because education can not imagine how to weave it in naturally with our core classes to meet the needs and talents of our students’ intelligences. In reality, an interdisciplinary educational system is not only a pragmatic design for our young people, but it encourages imagination and motivates by all stakeholders in using their genius collaboratively. We teachers spend too much time focusing on meeting the demands of leadership programs that just don’t make practical sense. As educators we know at a grass-root level that our elective classes appeals and engages students at all levels of skills, abilities, and talents. Why not provide a curriculum where the core classes support the seven intelligences through an interdisciplinary design that prepares the individual student for post-secondary education and/or the workplace interests.
Bravo Des, for speaking up for students who are not given “voice or choice” in our educational system! It’s educators like you that make all the positive difference!
Jo
Dr. Cremer,
It is truly amazing how you are able to get a pulse on what our students and educators are facing during the pandemic academically. As a veteran teacher, I have faced multiple challenges like technology and being able to reach all the learning styles and needs of our students…hands-on learners, visual learners, students who just cannot grasp and adjust to virtual long-distance learning. We also need to be mindful of the various learning environments they are living in like low socio-economic housing (no internet, no technology) dysfunctional family situations and lifestyles, homelessness, parents who have lost their means to provide food/shelter, and parents who are incapable of helping their child through long-distance learning for whatever reason.
Dr. Cremer, you are helping educators to change the way they teach, analyze, and reflect on what they are doing in the classroom in relation to the pandemic. You are helping educators be mindful that the school system we are in now was created more than a decade ago and is no longer relevant to what we are experiencing during this pandemic. I applaud you for your foresight, ability to envision the future for our students, and your endless dedication to education. Thank you for opening our minds and outlook towards building a positive future for the next generation.
Your partner in education,
Denise Villaflor
Thank you Denise.
Really excellent points made here. I agree that flexibility is needed with respect to allowing students to graduate early or attend school part time once they’ve reached their required 24 credits. Let them get on with the business of learning through their experiences in real life, as you said, to get a job, help their families, or get an early start on college. Reward students for those achievements by allowing them next level opportunities to achieve!
Such a great piece with an important perspective that, unfortunately, not enough took the time to consider. I was hopeful at the start of the pandemic that those leading our educational systems would take the opportunity to be innovative and re-imagine what school might look like to better address the needs of our students and the current times. But sadly, most of the discussion centered around how to make school look and feel more “normal”. The question should have been, did “normal” really work to begin with?
Thank you, Camille for your response. I wholeheartedly agree.
Well written, it is an insightful and interesting read.
Beautifully written Des. Such a thought provoking piece on the need for a more creative and expansive mindset and approach, on how we can more effectively meet the practical needs of learners in this trying time of social upheaval and change. So succinct and to the point.😍
You hit on the most important issue that schools face. What is the purpose of school. Has it cha Geri any fundamental way from its original purpose of providing workers for factories during the American Industrial Revolution? Are we helping our students or are we simply part of the problem a d do t know it? Great topic and piece.