{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://queenslibrary.aviaryplatform.com/iiif/vq2s46hr7g/manifest","type":"Manifest","label":{"en":["Episode 3: Connecting"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/010/original/Aviary_QPLlogo_192x192.png?1578574261","metadata":[{"label":{"en":["Description"]},"value":{"en":["\u003cp\u003eThe \u003ca href=\"http://queensmemory.org/\"\u003eQueens Memory Project\u003c/a\u003e brings you the third episode of season two of the \u003ca href=\"https://bio.fm/queensmemory\"\u003eQueens Memory Podcast\u003c/a\u003e. This season we have collected documented experiences of Queens residents during the COVID-19 Pandemic.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eIn this episode, we hear from students and a teacher in Queens who are experiencing the many impacts of virtual learning, their thoughts on the future, and how to stay positive in trying times.\u003c/p\u003e\r\n\u003cp\u003e \u003c/p\u003e\r\n\u003cp\u003eGovernor Cuomo delivered a \u003ca href=\"https://www.youtube.com/watch?v=toOIJjt5MIk\"\u003epress briefing on May 1st\u003c/a\u003e, in which he announced that New York schools would remain closed through the end of the academic year. He advised schools to begin work on plans to create safe in-person learning environments, but said it was too soon to speculate on a fall semester reopening.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eAnthony Gadaleta, a teacher from The Mary Louis Academy in Jamaica, Queens, shares his experience working from home in a small shared space with his wife, an adjustment that has \u003ca href=\"https://www.statista.com/statistics/1110076/share-adults-work-situation-covid-19-us/\"\u003eaffected millions\u003c/a\u003e of Americans. Here’s some \u003ca href=\"https://www.architecturaldigest.com/story/shared-space-work-from-home\"\u003eadvice on making shared space work at home.\u003c/a\u003e\u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eGadaleta also talks about connecting with his students via virtual learning. Teaching physics, computer science, and math this way proved to be a struggle, but Gadaleta did his best, noting that certain adjustments were made to lesson plans based on what could realistically be taught virtually. \u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eStudents and faculty of The Mary Louis Academy have transitioned to virtual learning amid the pandemic, while mourning the loss of assistant principal \u003ca href=\"https://qns.com/story/2020/03/30/its-not-fair-assistant-principal-at-the-mary-louis-academy-dies-from-coronavirus/\"\u003eJoe Lewinger, who died in March of COVID-19.\u003c/a\u003e “We lost pretty much the heart of the school. So for us, it hit immediately,” said Gadeleta. “He was already a huge impact on me and my career and my understanding of what it takes to be a good teacher.”\u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eMeanwhile, high schooler Marvin Lezama shares his concerns about the long-term effects of virtual learning, such as students being unable to re-acclimate to a traditional academic and social setting. He considers the effectiveness of the techniques used in this new medium of education and the \u003ca href=\"https://thewestburytimes.com/2020/04/new-york-state-regents-exams-canceled/\"\u003eloss of the Regents Exam\u003c/a\u003e. \u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eWhile schools in a number of \u003ca href=\"https://ballotpedia.org/School_reopenings_in_the_2020-2021_academic_year_after_the_coronavirus_(COVID-19)_pandemic\"\u003estates are set to reopen this fall for in-person instruction, many will still utilize virtual learning\u003c/a\u003e for the safety of \u003ca href=\"https://abcnews.go.com/US/teachers-concerned-covid-19-safety-schools-reopen-cases/story?id=72293602\"\u003estaff and students\u003c/a\u003e. Though virtual learning has been helpful in this time of crisis, there are some perceived \u003ca href=\"https://www.uis.edu/ion/resources/tutorials/online-education-overview/strengths-and-weaknesses/\"\u003epros and cons\u003c/a\u003e amongst those experiencing it.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eAnd 12-year-old Jason Tejada shares his feelings about virtual learning, sharing space and technology with his family, and how he stays positive. \u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eAs of the release of this podcast, \u003ca href=\"https://www.nytimes.com/2020/08/19/nyregion/nyc-schools-coronavirus.html\"\u003eNew York City schools are set to re-open part-time\u003c/a\u003e on September 10th. If your child will be back in the classroom this fall, \u003ca href=\"https://www.usatoday.com/story/life/parenting/2020/08/07/how-protect-your-kids-coronavirus-when-they-return-school/3299589001/\"\u003ehere are some tips that you can follow\u003c/a\u003e to keep them safe, which include taking their temperature before they leave, investing in the right mask, and having them shower when they get home. \u003c/p\u003e\r\n\u003cp\u003eThis episode of Queens Memory was produced by Jordan Gass-Poore’, in conjunction with Anna Williams, Briana Stodden, Jo-Ann Wong, and Natalie Milbrodt. \u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eMixing and editing was done by Briana Stodden with music by Elias Ravin and from the Blue Dot Sessions. \u003c/p\u003e\r\n\u003cp\u003e\u003cbr\u003eSpecial thanks for funding support from the New York Community Trust. Queens Memory is an ongoing community archiving program by the Queens Public Library and Queens College, CUNY.\u003c/p\u003e (summary)"]}},{"label":{"en":["Rights Statement"]},"value":{"en":["\u003cp\u003eThis audio piece was produced by the Queens Memory Project and is available for use under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License. For inquiries, please contact digitalarchives@queenslibrary.org.\u003c/p\u003e"]}},{"label":{"en":["Date"]},"value":{"en":["2020-08-20 (released)"]}},{"label":{"en":["Agent"]},"value":{"en":["Anthony Gadaleta (Contributor)","Marvin Lezama (Contributor)","Jason Tejada (Contributor)","Jordan Gass-Poore (Producer)","Natalie Milbrodt (Producer)","Meral Agish (Host)","Anna Williams (Editor)","Briana Stodden (Editor)","Jo-Ann Wong (Editor)","Elias Ravin (Composer)","Blue Dot Sessions (Composer)"]}},{"label":{"en":["Language"]},"value":{"en":["English (primary)"]}}],"summary":{"en":["\u003cp\u003eThe \u003ca href=\"http://queensmemory.org/\"\u003eQueens Memory Project\u003c/a\u003e brings you the third episode of season two of the \u003ca href=\"https://bio.fm/queensmemory\"\u003eQueens Memory Podcast\u003c/a\u003e. This season we have collected documented experiences of Queens residents during the COVID-19 Pandemic.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eIn this episode, we hear from students and a teacher in Queens who are experiencing the many impacts of virtual learning, their thoughts on the future, and how to stay positive in trying times.\u003c/p\u003e\r\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003eGovernor Cuomo delivered a \u003ca href=\"https://www.youtube.com/watch?v=toOIJjt5MIk\"\u003epress briefing on May 1st\u003c/a\u003e, in which he announced that New York schools would remain closed through the end of the academic year. He advised schools to begin work on plans to create safe in-person learning environments, but said it was too soon to speculate on a fall semester reopening.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eAnthony Gadaleta, a teacher from The Mary Louis Academy in Jamaica, Queens, shares his experience working from home in a small shared space with his wife, an adjustment that has \u003ca href=\"https://www.statista.com/statistics/1110076/share-adults-work-situation-covid-19-us/\"\u003eaffected millions\u003c/a\u003e of Americans. Here\u0026rsquo;s some \u003ca href=\"https://www.architecturaldigest.com/story/shared-space-work-from-home\"\u003eadvice on making shared space work at home.\u003c/a\u003e\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eGadaleta also talks about connecting with his students via virtual learning. Teaching physics, computer science, and math this way proved to be a struggle, but Gadaleta did his best, noting that certain adjustments were made to lesson plans based on what could realistically be taught virtually.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eStudents and faculty of The Mary Louis Academy have transitioned to virtual learning amid the pandemic, while mourning the loss of assistant principal \u003ca href=\"https://qns.com/story/2020/03/30/its-not-fair-assistant-principal-at-the-mary-louis-academy-dies-from-coronavirus/\"\u003eJoe Lewinger, who died in March of COVID-19.\u003c/a\u003e\u0026nbsp;\u0026ldquo;We lost pretty much the heart of the school. So for us, it hit immediately,\u0026rdquo; said Gadeleta. \u0026ldquo;He was already a huge impact on me and my career and my understanding of what it takes to be a good teacher.\u0026rdquo;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eMeanwhile, high schooler Marvin Lezama shares his concerns about the long-term effects of virtual learning, such as students being unable to re-acclimate to a traditional academic and social setting. He considers the effectiveness of the techniques used in this new medium of education and the \u003ca href=\"https://thewestburytimes.com/2020/04/new-york-state-regents-exams-canceled/\"\u003eloss of the Regents Exam\u003c/a\u003e.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eWhile schools in a number of \u003ca href=\"https://ballotpedia.org/School_reopenings_in_the_2020-2021_academic_year_after_the_coronavirus_(COVID-19)_pandemic\"\u003estates are set to reopen this fall for in-person instruction, many will still utilize virtual learning\u003c/a\u003e for the safety of \u003ca href=\"https://abcnews.go.com/US/teachers-concerned-covid-19-safety-schools-reopen-cases/story?id=72293602\"\u003estaff and students\u003c/a\u003e. Though virtual learning has been helpful in this time of crisis, there are some perceived \u003ca href=\"https://www.uis.edu/ion/resources/tutorials/online-education-overview/strengths-and-weaknesses/\"\u003epros and cons\u003c/a\u003e amongst those experiencing it.\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eAnd 12-year-old Jason Tejada shares his feelings about virtual learning, sharing space and technology with his family, and how he stays positive.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eAs of the release of this podcast, \u003ca href=\"https://www.nytimes.com/2020/08/19/nyregion/nyc-schools-coronavirus.html\"\u003eNew York City schools are set to re-open part-time\u003c/a\u003e on September 10th. If your child will be back in the classroom this fall, \u003ca href=\"https://www.usatoday.com/story/life/parenting/2020/08/07/how-protect-your-kids-coronavirus-when-they-return-school/3299589001/\"\u003ehere are some tips that you can follow\u003c/a\u003e to keep them safe, which include taking their temperature before they leave, investing in the right mask, and having them shower when they get home.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003eThis episode of Queens Memory was produced by Jordan Gass-Poore\u0026rsquo;, in conjunction with Anna Williams, Briana Stodden, Jo-Ann Wong, and Natalie Milbrodt.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eMixing and editing was done by Briana Stodden with music by Elias Ravin and from the Blue Dot Sessions.\u0026nbsp;\u003c/p\u003e\r\n\u003cp\u003e\u003cbr /\u003eSpecial thanks for funding support from the New York Community Trust. Queens Memory is an ongoing community archiving program by the Queens Public Library and Queens College, CUNY.\u003c/p\u003e"]},"requiredStatement":{"label":{"en":["Attribution"]},"value":{"en":["\u003cp\u003eThis audio piece was produced by the Queens Memory Project and is available for use under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License. For inquiries, please contact\u0026nbsp;digitalarchives@queenslibrary.org.\u003c/p\u003e"]}},"provider":[{"id":"https://queenslibrary.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["Queens Public Library"]},"homepage":[{"id":"https://queenslibrary.aviaryplatform.com/","type":"Text","label":{"en":["Queens Public Library"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/010/original/Aviary_QPLlogo_192x192.png?1578574261","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/096/275/small/theborough.jpg?1597917050","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275","type":"Canvas","label":{"en":["Media File 1 of 1 - QMP_203_Connecting_200817_STEREO_BS1770-4_v2_(1).wav"]},"duration":1233.86195,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/096/275/small/theborough.jpg?1597917050","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/content/1","type":"AnnotationPage","items":[{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-queenslibrary.s3.wasabisys.com/collection_resource_files/resource_files/000/096/275/original/QMP_203_Connecting_200817_STEREO_BS1770-4_v2_%281%29.wav?1597830433","type":"Audio","format":"audio/wav","duration":1233.86195,"width":640,"height":360},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275","metadata":[]}]}],"annotations":[{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468","type":"AnnotationPage","label":{"en":["Full Transcript [Transcript]"]},"items":[{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nYou're listening to the Queens Memory Podcast brought to you by the Queens Memory Project. The stories you are about to hear were collected for our archives to document the experiences of Queens residents during the COVID-19 pandemic. I'm the Queens Memory Community Coordinator Meral Agish. Before the Corona virus came to New York, our neighborhood schools and workplaces sounding very different.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=2.0,37.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/2","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Added audio:\u003c/strong\u003e [RAPID FIRE SOUND DESIGN OF SCHOOL YARD AND BUSY OFFICE]","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=38.0,38.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/3","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nBut as New York continued to stay at home to slow the spread of COVID-19 our lives had to make a sudden shift from office buildings and classrooms to living room couches and kitchen tables.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=39.0,48.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/4","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Added audio:\u003c/strong\u003e [RAPID FIRE EDIT OF INTERVIEWEE NAMES ] My name is Marvin Lezama...My name is Jason Tajada...Anthony Gadaleta.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=49.0,52.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/5","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nThese personal stories are not well-documented by the news media. Without real time documentation, memories can fade and facts can be misremembered, making it difficult to reconstruct lived experience.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=53.0,63.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/6","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Added audio:\u003c/strong\u003e \n[RAPID FIRE EDIT OF HOW PEOPLE FEEL] Losing Joe was devastating... Just not going to school anymore because they don't want you getting sick... This was serious from the first week... I was scared, cause, you know,.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=64.0,71.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/7","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nIn this second season of the Queens Memory Podcast, we will feature these first-person accounts from our community, as we get through this historic pandemic together. Let's listen.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=72.0,82.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/8","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Added audio:\u003c/strong\u003e \n[Cuomo press briefing May 1, 2020.] Questions. As states start to submit their reopening plans, could schools start to reopen as early as this fall, possibly sooner.There will be no opening of any school in the state for the remainder of the academic calendar year. We have to decide on summer school, that decision will be made by the end of May. Uh, there was no decision on the fall because the fall is a long time away. When will schools start to have to be submitting their plans by., for fall. It depends when they're going to open, but they should start preparing their plans now because this is going to be a real exercise. You know, we're talking about how manufacturing companies, socially distance, how construction companies socially distance, how does a school socially distance? ...How many more rooms would you need to do this? How many more buses do you need to socially distance on a bus? You know, there's a whole set of questions, so they should start working on those plans now. Do you think that teachers can realistically do this and school administrators? I mean, kids are kids they're gonna want to run around and be together. Well, look, that, that is a very good question. Karen, you can come up with a plan, which is by the way, very hard. Right? And then how do I get students not to socially distance? You know, how do you tell a 10 year old though? Socially distance? So we're going to err, on the side of caution now that's for the rest of the school year, kids are going to Be kids. I think you're right.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=83.0,181.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/9","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nFor those of us with children, the stay at home order had unique challenges to overcome. As we adjusted to working from home, we also had to help our kids adjust to online learning. Anthony Gadaleta, a teacher from the Mary Louis Academy in Jamaica, Queens shares his experience of trying to help his students whilw sharing his cramped at home workplace with his wife.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=182.0,203.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/10","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nSo I moved to Astoria in 2012. I love, I love the neighborhood. I got married recently. And you know, I think October was when there was just a hint of some sort of disease in China. So we got married before everything before we had any clue. Both me and my wife really love living here. She's been in Queens, all her life. My wife works as a data analyst for Warner Media. So she was working from home as well. So that was its own struggle because if she had a meeting and I had a class, we were talking over each other. We, you know, literally her desk is next to mine. I sit on the couch, I'm looking at our big TV. You know, we have a table here that I can do everything I need on it. And she's sitting on a folding table literally next to me doing her work, standing at her computer she brought from work. You know my wife and I feel like we've gone through five years of marriage in five months, because the amount of time we were over the honeymoon phase like, you know, by the end of March. We were able to enjoy November, December, January, February, as normal couples would, you know, after their wedding. And then by the end of my, um, I would say I'm still with you really? Okay.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=204.0,286.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/11","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nSo I teach at the Mary Louis Academy, in Jamaica, I teach, physics, computer science and I taught math last year, which, uh, pre calculus last year. Um, so for students, difficult subjects to begin with. There was already so much, there still is, unknown about everything. I didn't even think, especially in April and May, you know, no clue. Students had no clue what was going on. So I did, I tried to do my best to at least let them know that, you know, this part of their world was secure.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=287.0,330.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/12","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nI think the hardest thing for our students to go through was this break of routine, right? There wasn't this, you get up, you go to school, you get to see your friends. As much as they would say school stinks, there's still this, I know where I'm going to go. I know what I'm going to do. I don't have to worry about, you know, am I going to get to see my friends? I don't have to worry about where you know, where I'm going to spend my day and it's, and it's, it's a that both the students and as I found out, the parents really enjoy. The way we handled remote learning, I'm very proud of my school. We went through a lot this year because not only did the pandemic hit us, we actually lost a very beloved administrator, Joe Lewinger, who was with us, I think for 20 years, because of coronavirus. He was young, he was only in his late forties. So we lost, you know, pretty much the heart of the school. So for us, it hit immediately like, like this was serious from the first week. Cause we ended on the 16th. He, I think the last time I saw him was the 13th and he died by the end of March. So it was quickly obvious that this was, this was different. Losing Joe was devastating, to all of us. And [inaudible], only got to know for a couple of years, he was already a huge impact on me and my career and my understanding of what it takes to teach,, to be a good teacher. And a lot of what we were able to do was because of him.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=331.0,441.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/13","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nSo the transition, we were very proud as a school, of how we did the transition to remote learning. And we basically had a school day. Every day we, we followed their normal pattern. We had, we had a six day cycle. We would have class Zoom classes at the same time we would have class normally. So that's what we did. We tried to be very aware of what our students and the parents were going through while we were trying to teach. We had to make some decisions where it's just, okay, what, what is it that they really , do they really need to know what a gluon is? Probably not. What's more important is that they, that they understand the logical tools, which is really my basis, or, you know, that's why you teach physics. You try and teach logic. It's about, here's the information. This is the information we need in order to get the result we want. And how do we go about that?","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=442.0,500.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/14","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nThe difficulty came with trying to get information from my students on whether they understood the material. That was definitely the biggest concern and a huge part of that was, I'm not a presser. I'm not going to force you to vocalize in class. If it's not something you're comfortable with. So what ended up happening was the students who were more vocal were even more vocal when we were remote and those who are less vocal spoke even less. You know, and I made a point, are there questions? Are there issues? And if no one says their question or issues, I can't see if there are questions or issues, especially with physics and computer science, where understanding is so key. Unless you know what this does, unless you know what this is and understand how it works, you can't just memorize it and put it on a test. We need to be able to use the tools.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=501.0,559.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/15","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Anthony Gadaleta:\u003c/strong\u003e \nTeaching in front of them is a lot easier than teaching remotely, period. There's no way to have the same experience without being able to see my students. And it's lonely and it is kind of lonely. I'm a bit of an introvert, so I don't mind as much not going out. I was able to still talk with the people I cared about and I still had, you know, my wife. Which I joke we've been through five years of marriage and in five months. But, it was, it has only been good. Um, even through, even through the difficulties, even through the talking over each other, because we'd be now we have two dueling meetings and neither one of us can change it, cause I'm on a schedule and she's on a schedule. Our relationship has grown. We've been able to build strength.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=560.0,613.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/16","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nThanks to dedicated teachers like Anthony, students have support to try and make sense of these uncertain times. But as reveals in an essay that he shared with us, remote learning can have negative impacts on the student experience and he argues it could lead to more challenges to overcome in the future.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=614.0,632.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/17","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Marvin Lezama:\u003c/strong\u003e \nWhat's next for us 2020 graduates? On a Sunday afternoon, surrounded by my family, dreading attending school the following day, there were chatters and questions about whether schools would remain open or closed due to COVID-19. I quickly jumped on Google and saw the headline: New York City Public Schools closed to slow spread of coronavirus. My friends and I celebrated with joy knowing that we no longer had are turned to school. Unbeknownst to us, remote learning would be a difficult switch in our senior year of high school. As a result of the schools' closure, students have become less prepared academically and socially to transition to the new norm. After three months in isolation, students find it hard to accommodate to a non traditional school setting. Teens who are generally very social or confident will not necessarily have a problem with their communication and social skills. But teens who are in the process of breaking out of their shell will have difficulty returning to the new school norm.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=633.0,695.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/18","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Marvin Lezama:\u003c/strong\u003e \nIt will be hard on those teens to acclimate because of the lack of verbal communication and physical interaction they have missed. For instance, because I am not socializing with friends or the general public, I have become way less confident when speaking to adults or people of authority. Remote learning is preventing students from developing their social confidence. Additionally, it has been extremely difficult for students who are accustomed to learning in the school setting to now learn at home. The care and consideration from devoted teachers has negatively impacted students' learning experience. Simply: the lack of interaction between students and teachers has caused many teens to become frustrated. In high school, students learn more than just academics. They gain the ability to socially interact and mature into young adults. Moreover, because students have to accomplish a certain amount of classwork a day in their homes, they feel pressure trying to accomplish and manage deadlines.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=696.0,752.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/19","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Marvin Lezama:\u003c/strong\u003e \nTeachers assign work and tell students to do their end of the bargain, making us who overwhelmed. In most cases, they feel that the classwork is not engaging. It is simply given to students to keep busy. Similarly, when a college professor emails a PDF, it leaves a student feeling uninspired because it's a sack of paper, not a lesson. The PDF does not provide effective learning. It is not the same as work done in the classroom, nor does it feel like students are learning by handing in an assignment. This does little to aid and motivate students to complete work. All of these factors contribute to on satisfactory work and poor / low attendance. The difficult process students have faced transitioning shows that many students were unprepared to meet the demands of remote learning. As a graduating senior Regents exams are a part of high school fabric. Many students hate Regents, however, it is a great accomplishment to pass Regents exams, which illustrates one's academic success. Without the examination, students are perplexed as to if they are proficient in core subjects. Some students in specialized high school with a 9 - 14 model like B Tech, take college courses. Those students rely on Regents exams as benchmarkers to propel them into college courses. Because of the pandemic, parents decide on whether or not they want their child to waive one or more of the Regents exams in order to graduate. But some parents are unfamiliar with school bureaucracy and do not understand the significance of these examinations. This may affect students tremendously. Students need to have standardized testing. Currently schools seem to be less challenging and ineffective, which academically is not benefiting students. It is difficult with all the negative factors mentioned, but hopefully there will be decent transition to schools reopening in the fall. Once we return the workload and having more pressure for deadlines will be heavier. When students return to school schools' administrations should have curriculum that includes hybrid classes to accommodate future classroom environments. In the event of another pandemic, all students will be confident and mature to successfully manage and learn virtually.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=753.0,888.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/20","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nThe ability of Queens students to adapt to these new ways of learning speaks to the strength of our next generation. Jason Tejeda's story, from Queens Village, is just one example of how our younger residents have risen to the challenges we've faced during this pandemic. He teaches us all how to stay optimistic.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=889.0,909.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/21","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Jason Tejada:\u003c/strong\u003e \nMy name is Jason Tejaada, J A S O N T E J A D A. I am 12 years old and I live in Queens Village. I live with my mother, my grandparents and my stepfather. I actually go to school in Briarwood, MS 217. School's like 15 minutes away. So my grandma drives me. The funny thing is my mom came into my room and she was like, Oh, just, you're not going to school anymore. This is virus thing, and it's affecting a lot of people. I don't want you getting sick and I don't want you bringing it home. Cause she was worried about my grandparents getting sick.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=910.0,952.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/22","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Jason Tejada:\u003c/strong\u003e \nBut then the second day when I wasn't supposed to go to school, quarantine happen. That was like, Oh wow. And then I got kind of sad too. Cause, um, I didn't if I was going to see my friends for the rest of the year. Early in the morning, when none of the teachers are there, or anything, we'd all, everybody would go to the cafeteria until it was time to go upstairs to meet our teachers. And so me and my friends would have, we'd just hang out and talk and then we'd go to homeroom.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=953.0,981.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/23","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Jason Tejada:\u003c/strong\u003e \nI miss the classroom setting to be honest. Like in the, in the classroom, if we needed help from the teacher, uh, and everybody else was working and you want to have the question, but all you had to do was just raise your hand and tell the teacher to come to you. But in online school you'd have to like go off mute if you were on mute and then ask the teacher for help. So that'd be kind of like disturbing the class and like, Oh, I'm probably being annoying right now. That's what I think.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=982.0,1014.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/24","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Jason Tejada:\u003c/strong\u003e \nSo the second or first week of quarantine, my razor laptop just broke. I couldn't like run things properly without it bugging out. So me and my mom had to share. Sometimes she worked on her phone. Sometimes I worked on my phone and she got a laptop and I got the laptop when I needed it. She's a teachers, you know? So our schedules weren't, they weren't compatible with each other. At the end of the school year. my teachers told me that we might be returning to school some days and the other days we might not be returning. To be honest with you, I don't think it's the same, learning online through, through Zoom or Google meet or whatever, or whatever people use. It's not really the same as being in like classroom setting because you're in your own home and you can easily get distracted by the littlest thing.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=1015.0,1069.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/25","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Jason Tejada:\u003c/strong\u003e \nI play a lot of video games with my friends. I did good in school. I got good grades. Me and my friends, we still spend time with each other through online. I'd probably prefer to see my cousins in real life when we play. Some of my cousins live in long Island. So I'd see them more. We'd either be in their pool or the trampoline. Her family would throw something on the grill like and um, start cooking. My mom didn't really let me out that much. I only went outside when it was necessary and if we needed stuff and she needed help, I would help her. I understand it. I understand it's a hundred percent acceptable to me and I understand cause they don't want anybody getting sick. And the new said, Oh, please be careful about the elderly because they can be most effected by this. This virus is very harmful to the elderly. And I was like, Oh, my grandparents can very seriously get injured. And I was scared. Cause you know, I don't know what I do if they weren't here, you know. Times are tough, but they get better.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=1070.0,1147.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/26","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nJoin us next time as we continue to reflect on stories brought to us from you, our Queens neighbors. We will hear from those who participated in the Black Lives Matter demonstrations, following the death of George Floyd.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=1148.0,1160.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/27","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003e Meral Agish:\u003c/strong\u003e \nIf you're listening with others and want to reflect together, here are some guiding questions. Does this time remind you of any other period in your life? Who are your unsung heroes? What local and global impacts do you anticipate? The Queens Memory Podcast is a production of the Queens Memory Project. This series features a selection of personal stories from the borough of Queens in New York City. For full transcripts, translations, content notes and resources from the episode. See our show notes at queensmemory.org. This episode of Queens Memory was produced by Jordan Gass-Poore in conjunction with Anna Williams. Briana Stodden Jo-Ann Wong and Natalie Milbrodt. Mixing and editing was done by Briana Stodden with music by Elias Ravin and from the Blue Dot Sessions.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=1161.0,1213.0"},{"id":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275/transcript/18468/annotation/28","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Special thanks for funding support from the New York Community Trust. Queens Memory is an ongoing community archiving program by the Queens Public Library and Queens College CUNY. I'm Meral Agish. Listen with us next time on Queens Memory.","format":"text/plain"},"target":"https://queenslibrary.aviaryplatform.com/collections/943/collection_resources/28801/file/96275#t=0.0,0.0"}]}]}]}