THE CLOSURE of Ohio’s schools due to the new coronavirus pandemic called for adaptation among students and teachers alike.

Among older students, the shift meant emphasizing communication with staff and diligence outside a classroom environment.

Union Local High School Principal Zac Shulter said his district had little time to formulate a plan to continue classes when the governor announced schools would be closed in March.

“I give our teachers a tremendous amount of credit to be agile and flexible,” Shutler said. “We went from face-to-face one week to being online.”

Shutler said feedback and constant evaluation and reevaluation of teachers’ methods was necessary. Another challenge was providing work packets for students who needed them.

“I think one of our biggest hurdles is just our percentage of students who don’t have internet access,” he said.

Shutler commented on the cancellation of many end-of-the-year events.

“I think one of the toughest parts is our seniors and just not knowing if and when we’ll get back to school, and some of those key moments they might miss out on, understanding there’s a bigger picture and people’s health and safety are at stake,” he said.

Individual graduation ceremonies were scheduled for each UL senior this weekend. Prom was canceled.

Stacey Woods teaches robotics and library science at Martins Ferry High School. She said online learning already had been part of her instruction.

“I have an applied digital skills class during the day and a couple of robotics classes and I have some yearbook students. Before we switched to online learning and were in a face-to-face environment, I used Google Classroom, which is an online content delivery system, anyway, so the kids were familiar with logging into the classroom and using that to respond to some of their assignments,” she said. “Obviously it’s very different for robotics. The kids don’t have a robot, and they don’t have the software. I’ve had to think outside the box a little bit. …

“It’s very different from the face-to-face environment, but it’s the same because we’re still teachers and we still care about our kids. It’s more than just throwing out work for them. There really is communication and interaction.”

Paul Matuska teaches biology at Martins Ferry High School.

“We’ve been integrating technology into our curriculum for a long time now. We’ve been using a lot of the newer technologies as far as the web goes,” he said, adding the majority of textbooks have web-based components, and most of the textbooks are available online to students. “It wasn’t much of a transition to do that from home. My approach has basically been the same as it is when I’m in the classroom. … The only thing they’re lacking is the actual lecture from me.”

Matuska also stressed the importance of communication, adding he regularly confers with other teachers via video.

“Some kids either don’t have the technology or aren’t accessing it while they’re at home. I have a few kids who have not done their assignments. I try to get in touch with them through emails and I have actually called a few of the parents,” he said, noting he provided weeks of hard copy work for students without internet access.

Matuska said the Pearson educational platform has been valuable in conducting biology projects.

“There are activities that they can do there, simulated labs that are online labs. They’re not getting the actual hands-on, but they will go through the lab simulation and it’s pretty much like the lab would be in the classroom, except instead of grabbing the beaker with your hand, you’re now clicking on it with the mouse and moving it into the solution that way,” he said.

“From a teacher’s standpoint, it has created a lot more work. I’m finding myself doing a lot of work every day managing this whole process. It’s a lot different when you’re in the classroom and you can address the whole group at once. Now as a teacher I’m addressing everyone individually, and when you see 85 to 100 kids a day, that’s a lot to manage,” he said.

Logan Gillotte, a senior at St. Clairsville High School, continued his education under the stay-at-home order.

“Social media makes it nice to stay in contact with everybody. … A lot of it’s being done on Google Classroom and teachers are being pretty good about emailing us with updates, and if you don’t have internet access you can pick up packets from the school,” he said.

Gillotte also mentioned the temptation to procrastinate.

“It is weird. It’s also very hard to motivate yourself to do that because instead of being in a classroom and somebody telling you you have to physically change the app from social media or a game to the school app,” he said.

He added that teachers have been very responsive.

“So far, I’ve talked to every single one of my teachers and they’ve all gotten back to me within the hour,” he said.

Gillotte is a member of the school band, and the pandemic has curtailed those activities.

“It’s kind of hard to have band practice when you’re so far away,” he said.

His sister, Abbie Fausnaugh is an eighth-grader and felt much the same. She said she has enjoyed virtual tours of art museums her class has taken.

Tyler Prettyman, a junior at St. Clairsville High School, also adjusted.

“I don’t like to do everything at my house, but it is not a bad thing. … You can always email (teachers) or ask them questions on the Google Classroom and they’re pretty responsive,” he said. “We’re not able to do projects, and a lot of it is you’re by yourself and can’t really ask your peers for any help. Mainly you don’t see your teachers every day and they’re not here for that hands-on or face-to-face conversations.”

He said his chemistry teacher started a Youtube channel to demonstrate experiments. He also commented on the lack of personal communication.

“Sometimes body language or tone or the way you say your words can affect how you ask a question, and it can also affect how a teacher answers. I feel like that’s something we’re missing in online schooling, but I think the steps we’ve taken are pretty good,” he said.

“It is easier to procrastinate,” he agreed with Gillotte. “I like to play video games, so having my computer and my online school all at the same place, it’s kind of hard to sit there and not, when my friend asks me to play, just closing my tab on the school. … It’s more difficult but not impossible.”

Cole Goode, a senior at Shadyside High School, said he alsoadjusted.

“I have to plan out what classes I do every day. Usually I just go by the sound of the bell, now it’s up to me to decide when to do it, or to put it off until the last minute … ,” he said. “Chemistry labs, it’s gotten a little bit tough to wrap my mind around what’s happening. … My instructor usually finds a video so we can at least see what it’s supposed to be.”

Goode is a member of the theater club, but the pandemic ended those activities. Goode added that he knows a grade school teacher in West Virginia and has heard younger students had more difficulty.

“(Older students) already know about technology … getting work done online isn’t too big of an issue, but for these little kids, it’s a lot more difficult for them,” he said.