top of page
  • Writer's pictureJaweria Afreen Hussaini

Normalising educational ecosystem

The pandemic has completely transformed the way we teach and the way students interact. The need for social and emotional activities has become more apparent during the pandemic and remote learning.


Educational equity should be defined as creating or eliminating policies, systems, and practices in schools that affect the experiences, outcomes, and access to resources for students from previously excluded groups.


Even when we teach with consistent, planned strategies, every student experiences instruction in a different way. When we embrace that diversity of experience among our students and recognize that what works for some may not work for others, doors open: We can plan multiple routes for engagement, representation, and expression, which enables more students to succeed.


Educational equity is action—unapologetically creating or eliminating policies, systems, and practices.


Until we reframe our thinking and begin viewing educational equity as action, we will continue to miss the mark.


Though equity is not only confined to race, to ignore it simply strengthens the point that we have been excluded from so many tables where educational decisions have been made.


We have been excluded because of actions and inactions by a system. Such action and inaction have consciously and subconsciously occurred.


Maybe it is not the students but the adults who need varying degrees of support to see what is really happening in our educational ecosystem.


These skills translate into creating a dynamic classroom where students understand their purpose and importance in the classroom.


As educators, parents, policymakers, and community members, we must act because we are the ones with our views obscured, not our students.


Building a strategy that fosters meaningful discussions, focus on listening and speaking to each other about their tasks instead of just focusing on finishing the work. This builds a connection and encourages students to synthesize their ideas. This will allow students to form relationships, share ideas, and practice communication skills.


The coronavirus pandemic has presented problems for teachers in all subject areas. The teachers have faced a special challenge as they try to find replacements for interactive lessons such as biology dissections and chemistry labs. The teachers are being super resilient. The teachers are really envisioning new ways to use technology to foster a deeper understanding of science through investigations and discussions.

That’s one of the good things that will come out of all of this.


If you’re just going to send a bunch of technology and the teachers don’t know how to use it, that’s a problem. There’s a lot of professional development required to get good at teaching this way.


Any school which is still putting more emphasis on grades than grace right now needs to take a closer look at what is happening in the hardest-hit-Pandemic countries.


The world has been thrown a curveball, and this is when we need grace and understanding more than anything else.


Consider how you can create a space for students to connect, think, grow, and collaborate. Vaccinating teachers and children will be key to ending the pandemic fear and normalizing school operations.


Grace is greater than grades!

Count your blessings!

4 views0 comments

Recent Posts

See All

Motor skills in kids takes time

Learning to write involves many skills. Kids develop writing skills at different rates. But they tend to meet certain milestones by certain ages. Well, actually, you shouldn’t be teaching your young

bottom of page