Every morning, my partner drives across town, gulping water before facing a long day without access to any. After sanitizing his hands, he dons a medical-grade mask followed by a cloth mask, repeating the sanitization process. Once fully geared up, he enters his classroom to set up his technology: microphone, camera, and monitors. Depending on the day, two to eight students might be present, all separated from one another and him by ten feet and two layers of plexiglass. Meanwhile, the rest of his students learn virtually. This approach of managing two classes simultaneously is nothing short of criminal.
He is effectively juggling two classrooms. One group sees him through a camera, attempting to engage with them as much as possible, while the other group sees him masked and expressionless on their screens. This method—known as “simultaneous teaching” or “concurrent learning”—is becoming increasingly common in various districts where some students need to learn from home and others wish to return to physical classrooms. From an administrator’s perspective, this seems like a perfect solution: it conserves staff resources and satisfies parents eager for in-person education. It’s a compromise that meets the demands of the school board.
However, this dual approach is unsustainable. My partner is fortunate; he manages better than many teachers facing the same challenge, despite returning home stressed and exhausted. According to a report from The New York Times, Sarah Johnson, a veteran high school English teacher from New Jersey, expressed on social media that her exhaustion is unprecedented and that this situation is not maintainable. Many educators report that their workloads have effectively doubled.
In discussions about teacher stress, simultaneous teaching has emerged as a significant factor. “You’re trying to be two people at once, helping both online and in-person students,” Ms. Johnson shared. Often, the online students struggle to hear their classmates in the room. While managing distancing and masking for in-person students, she is simultaneously addressing tech issues for those learning remotely. My partner frequently finds himself reminding students to adjust their masks—something that all participating students hear—while simultaneously responding to a barrage of private chat questions.
The levels of stress teachers endure are staggering. In fact, the governor of Minnesota recently signed a bill prohibiting teachers from being compelled to teach both in-person and virtually at the same time, as reported by The Washington Post. The repercussions of doubling up are far-reaching, adversely affecting student learning as well.
The issues with this approach are significant. An article from EdWeek highlights various case studies of teachers navigating hybrid learning. Jennifer Clark, a seventh-grade teacher in Texas, pointed out a common frustration: students logging in but disengaging from the class. “Without the constant reminders to stay focused, it’s easy for them to just log in and walk away,” she noted. When teachers are required to manage both in-person and online students, some are engaged while others may simply disappear, leaving teachers with little recourse. Clark described it as “exhausting… like teaching two classes at once.”
According to Kansas NPR, educators engaged in this dual teaching model report having their workload doubled while being unable to give adequate attention to either group of students. If we are genuinely concerned about children “falling behind,” why aren’t we listening to teachers? Many argue that a fully virtual model could mitigate the negative impacts of COVID-19 on student progress. The president of the American Federation of Teachers, Randi Weingarten, has also voiced concerns, stating that this hybrid model is ineffective. “You can’t livestream and teach in-person at the same time,” she asserted.
Ultimately, teachers who return to classrooms are already at risk. Although the exact number of educators who have died from COVID-19 remains unknown, the American Federation of Educators has identified at least 530 casualties. A photograph in a Washington Post article depicts a first-grade teacher wearing a clear plastic mask that does not properly adhere to recommended guidelines. Until all teachers are vaccinated, they will continue to face risks in their roles.
Meanwhile, the requirement to double up on teaching only exacerbates their workload and stress in a profession already fraught with pressure, particularly during this challenging time. Teachers deserve fair compensation for their work—doing one job is already difficult enough, let alone two. As Randi Weingarten stated, this practice of doubling up must come to an end—both for the sake of our students and, more importantly, for our overworked, exhausted teachers.
For further insights, consider exploring our other blog posts here. If you’re interested in home insemination, a great resource is provided by Make a Mom. For comprehensive information on pregnancy, check out the CDC.
Possible Search Queries:
- How to effectively teach hybrid classes
- Challenges of online and in-person teaching
- Managing classroom stress during COVID-19
- Tips for teachers navigating simultaneous learning
- Best practices for virtual and in-person education
Summary:
Teachers are increasingly required to teach both in-person and virtually, a practice known as “doubling up.” This model creates an unsustainable workload and significant stress, leading to concerns about effectiveness and student engagement. Many educators feel that this dual approach is detrimental to their teaching and student learning. The American Federation of Teachers has voiced strong opposition to this practice, emphasizing the need for change to support educators and students alike.