C-is for Cookie
The preschool educational program Sesame Street, now in its 51st season, chronicles not only a history of changing approaches in early childhood education and developmental psychology, but showcases trends in diversity, equity, and inclusion. During these times of sheltering in place, I fondly recall watching the show with my children who are now young teens. I especially remember the episodes of Sesame Street sponsored by a letter. As a result of this creative programming, viewers experience a different perspective of that letter at the end of the episode than they do at the beginning. It is good education both on a cognitive and affective level. A viewer that pays even the tiniest bit of attention develops a new appreciation, interest, or respect for the featured letters. Watching those shows with my children a decade ago, C was for cookie. Now, as an educator, C is for Covid19.
C- is for Covid19
As an educator, the memories of watching Sesame Street with my children, as precious as they are, float among the startling realities of working remotely with the students I now serve. As the pandemic spread, similar to other governors, DeWine announced that all Ohio schools, public, private and charter were mandated to enact an “extended spring break.” As he stated the timeframe, we educators assumed it would be longer. While some schools transitioned to online learning seemingly with the snap of a finger, our school system had to think differently, innovatively, and culturally responsively. We couldn’t trust that every home was connected to the internet and every learner had a device for interacting digitally. More importantly, we were concerned for our students. “How will they eat without the National School Lunch Program? What will the days ahead look like for them especially if their parents were required to work? How will we connect with them to provide the necessary support and guidance?” All of these questions had to be answered before we could even entertain the question, “How will we continue teaching and our students continue to learn?”
C-is for Common Suffering
The Covid19 pandemic shines a light on the suffering that is all too common in urban schools. Something powerful can happen when suffering becomes a shared experience and we move out of cultural encapsulation. Universal suffering can be a prism for the beauty of human compassion. As with 9/11, the 2019 hurricanes, and other tragedies, we drop our protective walls and reach out to others. With a wide spotlight illuminating the stage of financial peril, a persistent urban problem becomes universally relevant. For many urban districts that serve high numbers of students in poverty and students of color, the light is shining on them.
In record numbers, organizations are providing food, care packages, toiletries and the critically needed internet access for learning. Other intangible supports such as messages of hope, love, and encouragement are reaching our families. Why? Because hardship, even in the smallest form, can create bonds. And bonds allow us to hold each other up and not let anyone fall. Common suffering, in its best expression, makes us acknowledge that when we have more than we need, giving, even a little bit, goes a long way to a family without anything or to a family who doesn’t have enough.
I’ve been blessed to work with teachers who are master problem solvers and who create solutions in these most daunting situations. I’ve seen districts provide hundreds of thousands of study packets and, as a result, give students without internet access some semblance of academic continuity.
As a result of common suffering, third graders do not need to make passing a test more important than getting the necessary comfort and support they need to achieve emotional balance in their young lives. Twelfth graders’ eligibility for graduation and their dreams for attending a college or eventually finding meaningful employment are stabilized. Our families feel relieved that eviction is not in their immediate future and urban youth can breathe the collective air of a promising future, at least for now.
The nation seems to echo the cries of urban educators who have long realized that every child has the right to learn and that educational excellence in today’s flat world requires changing our accountability standards. We suddenly feel heard.
C- is for Connection
This time of physical separation has brought us together in ways that words cannot effectively capture. It’s been like watching an episode of Sesame Street. If we pay even the tiniest bit of attention to what is happening, we will gain new appreciation, interest, or respect for the power of human compassion.
My hope remains that when the curve flattens and we move into a new normal, we won’t turn away or ignore the suffering of others the way my teens ignore my nostalgic musings of our days watching Sesame Street when C referenced Cookies. I hope that relief efforts will be maintained for the most needy and vulnerable. I hope that we won’t retreat to our corners of us and them and rather, act as we. I hope that we will keep practicing kindness and generosity as an antidote to the sicknesses of separation and disconnection.
In Sesame-Street style, this lesson has been brought to us by the letter C.