Are You There?

Kate Sanford

doi:10.52214/salt.v21i1.8391

Abstract

 With or without cameras on, my students always feel out of reach to me. There is a screen--and a few boroughs, in some cases even states or countries--between us. I can’t tell how they’re feeling; I can’t watch their faces or their hands as they work on a piece for our writing class. The whole enterprise has started to feel epistolary. I am never sure if my recipient is going to respond, or if they’ve even received what I’ve sent them. I leave comments that may or may not be read. I send emails that sit in student inboxes, stacked between hundreds of others. In Zoom class, every question I ask feels like a million questions, and a gamble: Will you respond aloud, or will I see a response pop up in the chat? Do you need time to think? Is your internet slow? Are you there? 

Highlights

Everyone weighing in on the topic of remote learning suggests socioemotional check-ins with students
I can’t tell how they’re feeling; I can’t watch their faces or their hands as they work on a piece for our writing class
I am never sure if my recipient is going to respond, or if they’ve even received what I’ve sent them

Summary

Introduction

Everyone weighing in on the topic of remote learning suggests socioemotional check-ins with students. With or without cameras on, my students always feel out of reach to me. I can’t tell how they’re feeling; I can’t watch their faces or their hands as they work on a piece for our writing class. The whole enterprise has started to feel epistolary.

Results

Conclusion