Chaotic rhythm, no senior allowance: high school graduates had another chaotic year

This story is part of CBC News series Check the pressure on educators and the school system from the pandemic. For this series, CBC News sent a questionnaire to thousands of education professionals to understand how they and their students performed in this extraordinary school year. Nearly 9,500 educators responded.Read more stories in this series Here.

With the end of this epidemiological year, educators say they feel Laggard in meeting curriculum requirements and focusing on impact There are opportunities for long-term learning this year-but they are not alone.

Many of these worries are shared by students who graduated from high school this season.

Six students from British Columbia, Saskatchewan, Ontario, Nova Scotia and Prince Edward Island talked to CBC News about their efforts to adapt to different learning styles this year and lost valuable class time , And missed the senior year allowance.

Bridget Solomon (Saskatoon)

Bridget Salamon (Bridget Salamon) is a grade 12 student who is about to graduate this season. He is planning to study for a year before entering a post-secondary course. (Don Summers/CBC)

Bridget Salamon was originally Initially vigilant About her school department Quintuplet system Reduce the number of daily contacts. It divides the year into five parts, each part is about 37 days, students only focus on two subjects at a time, but spend three hours a day to study each subject.

Now, she firmly believes that the reinforcement model is impossible-for both students and teachers-especially after she learns in person Halved in November Due to the increase in COVID-19 cases.

Saramon explained that since the course usually covers four to five learning units, this means that you will need three to four days to study the entire unit, which is absolutely impossible for students and teachers. Teach it. “

Saramon said that as they approached the end of this epidemiological school year, many of their peers felt frustrated.

“Our upper grades have passed…. This must have caused losses: the pandemic and the crazy workload of the school, and the fact that we did not learn everything that we should have.

“It feels like our class is forgotten in our mental health and education and all the things we missed.”

Halifax Jordan Mutabazi (Jordan Mutabazi)

Jordan Mutabazi, a 12th-grade student in Halifax, said that changing schools during the pandemic has eroded the comfort and fun of students’ associations with schools. (CBC)

Jordan Mutabazi attended Halifax High School in person until the number of cases rose recently Triggered home learning across the province.

However, even face-to-face learning is difficult to adapt to changes in the pandemic. His four-class schedule is gone forever. Instead: a two-day rotation, including two courses of approximately three hours, which challenged his and other students’ attention span. Valuable social interactions with peers have also disappeared.

“You should be distracted. Talking to someone, asking someone a question is more difficult. All your questions must be given to the teacher, [questions] Disrupting the classroom, so I think it might prevent people from making requests. “The 17-year-old said.

In addition, because the cafeteria and library are sometimes closed, the school largely means classes, and nothing else – weakening the comfort and entertainment that students often associate with the school, Mutabaz said.

He said: “Compared with other people, I see friends much less frequently.” He pointed out that this affected his mood and achievements.

“This year I did worse than in previous years… If I could do more socially, then I could see more of my friends, I could have done better.”

Denika Ellis-Dawson, Brampton, Ontario

Denika Ellis Dawson, a student from Brampton, Ontario, was able to enter the virtual school relentlessly. This is the last year of her high school graduation, but she regrets that the school has lost real-time interaction and face-to-face opportunities due to the pandemic. (Mitsui Evan/CBC)

Denika Ellis-Dawson participated in the last year of virtual school study and went through a semester. She felt that the pace was amazing and she also provided a rough depth of learning.

However, her biggest regret is that she has lost the opportunities for real-time interaction and face-to-face in the school before the pandemic. For example, she has been eager to try recipes with her classmates in nutrition classes, or spend time in the kindergarten classrooms exploring concepts introduced in human development courses.

She said: “Some of the fieldwork we would have done, some of the topics we would have done, the physical interaction-we really missed that frustrating thing.”

“There, you only account for 80%, because the rest will be filled with these interactions.”

Ellis-Dawson added that although her teacher did assign virtual activities and group activities, it was not the case. Ellis-Dawson said she did not want Online college courses She started going to college in the fall.

She said: “We will be discussed in groups, I really won’t say too much, just because I am not satisfied with the people who are with me.”

“No one is talking. We are like sitting here doing our work.”

Ava Lesperance and Georgia Fraser, PEI mouse

After graduation, Souris, PEI, student Ava Lesperance left, and Georgia Fraser will become a roommate when he enters college this fall. (Submitted by Karen Aucoin-Smith)

Compared with others, 18-year-old Ava Lesperance and Georgia Fraser spent an “almost normal” school year on Prince Edward Island-although there was no such thing as a graduation ceremony, participation in a French class trip in Quebec or similar high-level activities in the 12th grade. Highlight dinner.

Lesperance said: “When I was a kid, I always looked up to grade 12 and all the activities they did.” “But at the same time, we are all in school. We can meet every day.”

The couple said that their pandemic life in the seaside town of Souris can be fascinating because the conditions outside largely seem normal. Sometimes, Lesperance had to be frustrated by having to wear a mask for the school, or sad for not attending the prom, but it quickly reminded herself of the lockdown, and distance learning students in other places were facing a dilemma.

She said: “We can go to the restaurant. We can go to the cinema if we want, but in other places in the United States, these places are not suitable.”

“We are doing very well here. We need to remember to keep a positive attitude. Some people are in a much worse situation, and people in other places are much worse.”

Fraser kept wondering when things would really return to normal, which changed his optimism. “It always reverberates in my mind:’Maybe next year I will travel or go to another province-or that year?

She said: “You can get the vaccine. But what if a new strain appears?”

“There are a lot of worries, but I think it’s important to keep a positive attitude, thinking that’this will be over and we will work together.'”

Himani Pathak, Surrey, British Columbia

Himani Pathak is saddened by the pandemic kick-off ceremony to be held when she graduates from high school in Surrey, British Columbia next month. (Submitted by Himani Pathak)

Himani Pathak graduated from Surrey, British Columbia next month, lamenting the faux pas of this season.

“I have to pick up a high school diploma randomly on Thursday. [after receiving a Microsoft] Our office secretary conveyed the message to the team,” Pathak said.

Patak said that her graduation ceremony may not be in the auditorium she had always imagined, but “held in a gymnasium where people do sports every day.” Students collected prizes from stools and took them off briefly. Mask, posing for a photo next to the cardboard. Delete their principal-graduated last year.

“There won’t be those last memorable events… There won’t be a dance party or a proper start. And the blow will be severe.”

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