How to Teach Preschool Remotely

COVID-19 has forced me to learn a new way to teach

I’m a preschool special education teacher for an integrated public school preschool program in Connecticut and I just ended my first full week of remote teaching.

It’s been a long week. Here are some reflections and takeaways.

I shun technology and screens at work. I mean, kids with and without disabilities spend so much time in front of a screen outside of school already.

While they’re with me, I want my preschoolers playing with actual toys, blocks, sand, finger paint -things they can create and build with, touch and manipulate. On the playground, I want them walking, swinging, climbing, sliding, running and jumping; learning to throw, catch and roll a ball.

I also want them interacting with their teachers, therapists and, most importantly, each other: talking, sharing, planning, fighting, making up, and giving each other high fives.

All this to underline that my baseline knowledge for remote teaching was ZERO. NADA.

I’m at home with Cesar, my husband, and Diego, my 26-year old son with special needs (autism, intellectual disability).

Diego has been pretty calm with all that’s happening, but still. If we don’t come up with a schedule, he’ll watch video clips all day, except when he’s in the shower or eating.

Cesar’s another story. He’s …how should I put it? Needy’s the word.

He does have remote work. However, unlike me, he’s not looking to spend all his free time writing. He likes to play backgammon, watch movies, hang out. And Diego and I are the only ones around!

Don’t get me wrong: my objective is not to complain. I love Cesar, Diego, and my younger son Andres (who’s in NYC) to death and I wouldn’t have it any other way. Just trying to illustrate my reality, which I know is a privileged one.

When I plunged into this remote teaching thing, I also had to ask myself: What makes sense? What kind of technology can or…

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