The impact of COVID-19 on teachers autonomy and decision making in curriculum, lesson planning and assessment methods
TEACHERS AUTONOMY AND DECISION MAKING:
The emergency caused by COVID-19 and the transition to distance learning has made teachers face many novel decision making situations. As the teachers decisions have a lasting impact on students learning experience, they have to think twice before making even a simple decision. Teachers teaching decisions were mainly motivated by short term goals like maintaining the student's spirit, virtual interaction and their ability to concentrate properly.
IN CURRICULUM DESIGN:
Before COVID-19 the teachers used to plan the curriculum design ahead of the academic year. When the COVID-19 hit the entire world, it was a total chaos. As nobody knew when the world was going to be normal, it was frustrating for everyone to continue their life in the new- normal situation. Teachers were confused on how to plan the curriculum as they had to teach the students via online class. It was even more tough when they had to come back after COVID-19. Since they had got comfortable and settled in the online classes and made an entirely different curriculum design. It was hard for them to adapt to the old curriculum immediately, but they had no other go.
IN LESSON PLANNING:
Before COVID-19 teachers had their own sketch in finishing the lessons each month for the entire year. They used to complete the entire portions in 8-9 months and used the rest of the months to revise and repeat the lessons which were previously taken to help the students. During COVID-19 the schools opted online classes a few months later than actually it was supposed to start. The teachers were confused on what lessons to be each month and she even had to make up for the months as the academic year started a bit later. Even though the CBSE board announced a 30 percent reduction it didn't help a bit. As the lessons are interconnected it was difficult for the teachers to teach the students and to make them understand the concept. After COVID-19 since there was no reduction in syllabus it was difficult for the students to learn the whole syllabus and for the teachers to make them understand it. For some lessons teachers had to teach the previous year's lesson as it was the basic which was not taken due to reduction in syllabus.
IN ASSESSMENT METHOD:
Before COVID-19 teachers had their own plans in assessing the students. The assessment used carry marks which played an important role in the total marks scored by a student in mid- term and annual exams. Twenty marks were allotted for internal which was split into 5 marks in each category. Teachers used classwork, assignments, previous exams and activities to provide internals. During COVID-19 the teachers were confused on how to assess the students as they didn't write classwork, exams and neither did they do assign nor they maintained it properly. Practical were not possible too. After COVID-19 teachers felt bad as they knew the students were going to feel pressurized as they didn't do any assignments during COVID-19 and now they have to adapt to the system which was there before COVID-19. Students struggled a lot and teachers tried their best to make them practice slowly but effectively.
Even though the COVID-19 hit the entire world the teachers made sue they share their knowledge and educate the students. Even though they were in a devastated state, they never stopped to educate the students
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