During the Pandemic: A Perspective from a First-Year Teacher

Authors

Caleb T. Johnson, The University of ChicagoFollow

Author Biography

Caleb Johnson is an aspirant storyteller and historian from Henderson, Tennessee. He graduated with a B.A. in History from Freed-Hardeman University, and he received his M.A. in the Social Sciences from the University of Chicago. He is passionate about the importance of meaning achieved relationally, with sincere care and attention to detail. He plans to continue his field work in oral history, evoking cultural and historical narratives through qualitative methodology. Presently, he is teaching high school sociology in Jackson, Tennessee, and he always strives to listen to and learn from the people around him.

Abstract

This feature article aims to blend oral impressions with concrete "best" practices in secondary education. Through the most basic methods used throughout history--listening, interpreting, and translating stories shared among groups of people--this singular perspective questions whether the conversations among teachers positively impact the narrative of educating students as COVID-19 continues to have effects that are more difficult to perceive. Without bringing the two parties into conversation, the article offers its readers the observation and reflection of one who is invested in students' learning in the context of the classroom as much as the context of a world still dealing with a pandemic.

Copyright held by

Journal of Graduate Education Research