Gemma Tanna

Gemma Tanna is a primary school teacher in London. She currently teaches year six (10-11-year-olds) but taught year three (7-8-year-olds) throughout both lockdowns.

How was it teaching kids online during the pandemic – what were some of the difficulties and what were the good points?

The first lockdown was so different to the second. In the first lockdown, there was a lot of uncertainty about what we had to do, what was expected and how we were going to do it.  There were no guidelines to follow, no training. We just had to use what they had and get on with it. My school was very proactive at ensuring daily work was uploaded to the school website and it was in good faith that children were accessing it. By the second lockdown, we had a solid plan of action, and even the children knew what they had to do.

As a teacher difficulties included not being able to give instant feedback for children to improve their work or to assist with misconceptions.  The good points were that it showed us all how adaptable we are, rising to the challenge and learning new skills.

How did the kids handle remote learning at the time and how do you feel the kids have been affected?  

The children just missed being in school terribly. It wasn’t just that they missed their friends, they missed the routine, the learning and the security. Children learn and adapt very quickly so they all did exceptionally well in their individual circumstances. 

One pupil was trying to concentrate on a zoom lesson whilst her three screaming younger siblings jumped on the bed behind her. And another who was always on his own would stick around at the end of the lesson for a chat, just needing some company. Some were extremely anxious about the virus, not seeing people or even completing their work. We had to listen, be understanding and flexible. Children do still worry that we’ll go into another lockdown and worry about missing more school.

How have you helped kids who are maybe struggling more than others?

There are two main areas to now focus on. The first is getting children who may have fallen behind in their learning back on track, through interventions in and out of class. The second is children’s well-being and mental health. For example, my school has provided teachers with additional training, and through Personal, Social, Health and Economic (PSHE) lessons the children know the different options available in and outside of school to assist them with any worries. 

What has helped you through the difficult periods? 

I think the fact that I was still going to work and seeing my colleagues and some pupils in person made a world of difference as I kept a fraction of normality.

What brings you the most joy in terms of teaching kids? What are some of the funniest things they’ve done? 

Kids are just so much fun! The things they say and do, no day is the same. My favourite moments are when a child doesn’t quite understand something and all of a sudden they get that “Eureka!” moment. The excitement and amazement in their eyes is priceless.  

One of the funniest things I notice is lots of children constantly lick things. They love licking anything, me, each other, rocks, tables; you name it. And they always try and do it on the sly, a little secret lick when they think no one is looking.

Is there a piece of advice or particular guidance you lean on when things are hard?

I just try to remind myself that we’re only human and what an amazing experience that is. Take a step back and find gratitude for the smaller things in life.

How has the last 18 months influenced your outlook on life moving forward?

It has just reiterated how important family and friends are. To not take each other for granted and enjoy each others company whilst we can.

 Is there a food dish you always turn to when you need comfort?

My husband is a fantastic cook, and anything he makes brings me instant comfort. But if I had to pick one thing, it would be a warm hearty bowl of spaghetti bolognese.

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