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March 15, 2002
Virtual Instruction a Trade-Off for Teachers
By Susan McLester, Editor in Chief
For this month's cover feature, "Virtual Learning Takes a Front Row Seat," I had the opportunity to speak at length with several educators pivotal to some of the successful online learning initiatives in place today.
All were veterans of the traditional classroom-from the elementary through high school levels-and though in different circumstances, all shared two characteristics: a dedication to providing students with the best education possible and an enthusiasm for experimenting with what the newest technologies have to offer. Another, perhaps more surprising, common thread was a firm belief in the benefits of the traditional classroom, as well, along with a desire not to be portrayed as (in the words of Julie Young of the Florida Virtual School) a "basher" of the traditional school.
I use the word "surprising" because, though not the main focus of my article, the very different experience of the teacher-the freeing circumstance of instructing in a flexible, self-paced environment-emerged as one of the major themes of my research. As one who spent many years teaching in public schools before changing careers, I understood the tone of wonderment in the voice of Lisa Neshyba, an online instructor for Apex, when she talked about being able to take her two-year-old to the park, attend an assembly at her older daughter's elementary school, or run errands on a normal work day. Once away from the teaching environment, it is easy to forget the level of tension (at least at the middle and high school grades) that exists in a typical public school setting. Neshyba spoke of a recent visit to her old school, where she saw with fresh eyes the high level of stress, in her words, "the frenzy" of an environment where noise level, discipline problems, interruptions, and the ongoing awareness of safety concerns all contribute to an atmosphere of tension. At the same time, she noted how much she missed the collegial relationships and in-person rapport with students and parents that comprise a great deal of the intangible rewards of teaching.
Online instruction, Julie Young reminded me, also means no bus or yard duty, no in-person parent conferences, and no creation of lesson plans. It is a different animal altogether.
But despite the many freeing advantages, when these educators speak of their attachment, fondness, and belief in the traditional school setting, I understand that, as well. Though as an editor I have the flexibility in my job to make a phone call, close my office door for some undisturbed work time, or attend a dental appointment without detailed plans for a substitute, I still miss the daily back-and-forth with my students, connections with my peers in the teachers' lounge, and the incredible youthful energy that can raise the gym roof during a competition yell or make you fear for life and limb in the hallway between classes.
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