The history-making challenges schools have faced this year have only been amplified in rural areas of our state. A central but not singular issue faced by rural schools is the widening digital divide, which we explored in detail earlier this year. To expand our understanding of how the pandemic has impacted these teachers and students on a day-to-day basis, we reached out to one school to hear how the school year is going so far.
Winterboro High School is a rural school of approximately 350 students serving grades 5-12 that is located, according to Principal Grayson Lawrence, “slapdab in the middle of Talladega County, Alabama.” Approximately 80% of its students participate in the free and reduced national lunch program. Currently, Winterboro is on a hybrid learning schedule, meaning students are participating in both remote and in-person schooling throughout the week.
In our conversations with Principal Lawrence as well as District Coordinator of Instruction Emily Harris, we learned how it has been a difficult year, and community support and investment were critical to the school’s navigation of the pandemic.
Prior to the pandemic, Winterboro opened a new building which, with a more modern design, allowed for easier social distancing protocols. Ms. Harris also noted that “Superintendent Dr. Suzanne Lacey and the Board encourage schools and teachers to think outside the box.” This outside of the box thinking allowed the school to incorporate technology (through a 1 to 1 device initiative in which every student receives an electronic device from the school) and project-based STEM learning, even before the pandemic struck. The district also deployed WiFi busses across the county and provided mobile hotspots to individual students to ensure all had internet access close to their homes.
Even though the school was technologically prepared for the pandemic, a more difficult challenge was the unexpected emotional toll the pandemic has taken on teachers and students. Principal Lawrence added, “We take pride in the culture of our school. Teachers really listen and focus on communication and customer service. They take time to hone in on the social-emotional aspect of learning.” Principal Lawrence acknowledged how difficult the year has been, but also spoke of the incredible resiliency displayed by teachers this fall.
Here’s what Winterboro’s teachers had to say about how the hybrid school year is going so far:
How are your students doing during this time?
“My students seem to be extremely stressed. This blended learning model requires time management skills and they really struggle with prioritizing school work. My students aren’t talking and interacting with one another as much. They seem afraid to ask questions. The masks create such difficult boundaries. It’s hard for them to translate body language without facial expressions.”
-Paula Johnson, ELA Teacher
“I think the best word to describe my students’ current state would be stressed. School has become a much faster-paced affair since moving to a blended schedule. Class periods are shorter and come and go very rapidly. The pressure to stay on top of work has grown. In addition, many of them are having to be self-reliant in their learning, something many of them were not ready to do.”
-Kevin Studdard, ELA Teacher
“Many of my students are struggling with completing their assignments that are to be completed at home on their virtual days. Some have mentioned internet issues, some have said they do not know what they are supposed to do, while others just are not doing their work. Some of my students are thriving with smaller classes.”
-Teri Shearer, Math Teacher
“I think that our students are struggling in many ways this school year. Socially, our school looks and sounds very different than in years past. Our students are not able to be close together, so it is very quiet in the hallways and classrooms. I see lots of sad, lonely eyes. Students aren’t talking to one another or their teachers the way they have done in previous years. Academically,
the students are struggling because they are having to be independent learners, especially on the days that they are learning from home. Students are used to being in class with a teacher every day and being motivated and driven by that teacher to complete assignments and participate in all that is going on in class.”
-Tina Wheeler, Library Media Specialist
What have been the greatest challenges you have faced this school year?
“Trying to cover an adequate amount of material has been very difficult. There’s always been pressure to try to check off as many boxes in a curriculum as possible given tight time constraints, but blended learning coupled with quarantine absences has made it very difficult.”
-Kevin Studdard, ELA Teacher
“[Having enough time to] prepare for in class and at home assignments. It really seems to be two jobs wrapped into one. I spend more hours preparing outside of the classroom.”
-Paula Johnson, ELA Teacher
“The greatest challenge for me has been planning and scheduling. Trying to create lessons, plans, and activities that will allow for students to be successful with new material as well as trying to “fill in the gaps” has been most difficult. Deciding what to teach in our limited amount of time has been a challenge as well as trying to balance engaging students, teaching and practicing of content with students, and assessments.”
-Teri Shearer, Math Teacher
What are some silver linings that may have come from this experience?
“Some students are owning their learning more than they ever have before and this has given them more confidence. The more individualized attention I have been able to give to some students has been priceless. That individualized attention and instruction has also built confidence for my students. I am always striving to be a better teacher, but this experience has forced me to grow faster in some areas than I believe I would have grown otherwise. Using the blending learning template that our administration prepared for us to use has helped me organize my lessons each week to provide a clearer picture of what we are learning and what is expected of students for myself, students, and parents each week.”
-Teri Shearer, Math Teacher
“My lessons are more meaty. I try to make every minute with my students count. There is no down time.”
-Paula Johnson, ELA Teacher
“One thing for certain is that it is very quiet. Small class sizes make it possible to work closely with students to see if they are achieving mastery. There is more one on one time.”
-Tina Wheeler, Library Media Specialist
What are some practices you’ve implemented during COVID-19 that you might continue to use after?
“We’ve been using a weekly planner for students at the beginning of each week that has been helpful for keeping students on track and teaching them a bit of time management. I can definitely see keeping it around.”
-Kevin Studdard, ELA Teacher
“I will definitely continue to use a blended learning template, and I will continue to post lessons and assignments in Google Classroom the way I have it organized this year. I feel as though it has helped parents to see everything we are doing each week. It will also help those students catch up quickly after absences.”
-Teri Shearer, Math Teacher
“I plan to continue to call parents more often. Through the past several months, I have spoken on the phone, emailed, or had face to face conversations with more parents than I ever have in my teaching career. This helps to foster trust and long-lasting supportive relationships with our parents.”
-Tina Wheeler, Library Media Specialist
How can people in your community best support you right now?
“People can help by understanding that everyone is doing the best we can given our current situation. I understand this is not ideal for everyone, but all of the decisions we make have been with our students’ best interests at heart. That said, check in with your students, especially on their virtual learning days. Make sure they’re taking advantage of the time they have at home to not only catch up but stay ahead.”
-Kevin Studdard, ELA Teacher
“The community can be helpful by understanding that we understand parents’ and students’ frustrations, and we are frustrated too. But in the end it’s really about the kids. Are they safe, are they healthy, and are they learning?”
-Paula Johnson, ELA Teacher
“I think teachers need grace and understanding from students, parents, administrators, and community members. They need to feel encouraged and supported every day. They are very overwhelmed with trying to still accomplish all the same objectives that are required of them all while implementing the many safety precautions for their students as well as themselves.”
-Tina Wheeler, Library Media Specialist
About the Teachers
Teri Beth Shearer is in her third year teaching at Winterboro High School where she currently teaches 5th grade math and algebra II. Mrs. Shearer is a graduate of Mississippi State University with a degree in elementary education and a minor in mathematics. She began her teaching career in Starkville, Tupelo, Meridian, and Greenville, Mississippi. Mrs. Shearer moved to Alabama in 2016 and has held positions in Birmingham City, Talladega City, and currently in Talladega County at WHS where she says she feels at home.
Tina Wheeler has been a teacher for 25 years. She taught English for seven years before coming to Winterboro High School where she is the library media specialist. Mrs. Wheeler graduated from Jacksonville State University with her Bachelor’s Degree in Secondary Education in 1994 and her Master’s Degree and Library Science certification in 2005.
Paula Johnson is a graduate of Jacksonville State University in Secondary ELA. She is in her 9th year of teaching. Mrs. Johnson has most recently been selected as the 2020-2021 Winterboro High School Middle School Teacher of the Year.
Kevin Studdard has been teaching for 9 years. He currently teaches 10th, 11th, and 12th grade English Language Arts at Winterboro High School. Mr. Studdard holds a master’s degree from Jacksonville State University. Mr. Studdard is an engaging and effective teacher in ELA. He is innovative in his approach to teaching and learning and his students enjoy his class.
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