Screen Share: A College Teacher’s Zoom Journal

On the fourth day of spring break, our university’s president reveals that nobody is to return to school. Two cases of Covid-19 have actually been reported in our state. All classes will be moving online. Quickly afterward, the members of the humanities professors receive an e-mail from our dean informing us that “the advancement of a quality online course takes at least two years.” We have 12 days. I feel like a runner with good times in the 800 meters whose coach says, You still get to go to the track meet, but we have actually changed you to the pole vault!

The dean keeps in mind encouragingly that Isaac Newton did his best work when Cambridge University closed during the plague.

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Each spring, I teach Writing about Oneself, a class on first-person reading and writing, to 12 Yale undergrads chosen from 100 or two. The number of candidates has absolutely nothing to do with my skills as an instructor. The keyword is “Oneself,” which is alluring to 20- year-olds. If my class were called Writing about the Universe, barely anyone would apply.

Every year I submit the registrar’s Pedagogical Needs Request Form, leaving 14 of the 15 “Technological Requirements” boxes unattended. (No, I don’t need a WISE board. No, I don’t require a digital projector. No, I don’t need a Blu-ray player.) The only box I inspect is “Other.” I explain that due to the fact that the class requires intimacy, my only Pedagogical Requirement is a round table in the smallest possible room. I add, “The sort of conversations we have do not work well when the students are spread out too far apart.”

I always hope we’ll be assigned to Linsly-Chittenden 212, a small room in a faux-Gothic hall built in1907 In the years when Discussing Oneself– or WaO, as my trainees and I refer to it– has actually been appointed a larger space, we have actually removed the center leaves of the big oval table every week, brought them to the side of the space, and replaced them at the end of class: the exact reverse of social distancing.

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Throughout the remainder of the spring semester, there will be five WaO classes, each 2 hours and 50 minutes; 18 hour-long conferences in which my students and I will modify their work together; 12 half-hour conferences in which we’ll speak about their overall achievements; 8 hour-long conferences with my advisees in the Writing Concentration; 5 half-hour conferences with my other advisees; and an as-yet-unknown number of extra conferences with trainees and faculty. All will be carried out by means of Zoom.

I have never used Zoom. I am having enough difficulty determining how to use my brand-new BlackBerry (itself an anachronism), which replaced my old BlackBerry, which did not support either Android or iOS apps, which suggested I was the only individual I knew who could not call a Lyft, which indicated that whenever I needed a trip I had to ask my trainees to reserve one and hand them a small stack of dollar expenses. At the minute, my brand-new BlackBerry sends out but refuses to receive texts. It makes little pings at all hours to signal me to different things that I call “things” because I have no concept what they are.

This does not bode well.

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I sign up for an online Zoom class taught by the university’s educational technology personnel.

Our Zoom instructor is called Brian. I expect him to speak from a high-tech workplace, however of course he doesn’t. The majority of school structures are closed. Brian addresses us from his bed room, which has an impressive record collection, an electric-guitar case, a full wastebasket, a bowl of family pet food, and a bed whose duvet is somewhat askew. He has a beard and a voice so calming that he sounds as if he is telling a bedtime story. This is precisely what we need. The other professor who are taking the class– I see their small heads, a few of them gray-haired, arrayed in a vertical column on the right of my screen– are probably as horrified as I am.

Brian is an outstanding instructor. He shows us how to check in to the university’s Zoom page and calmly guides us through the secrets of Gallery vs. Speaker View, Spotlight Video, Microphone Mute and Unmute, Chat, Screen Share, White Boards, and Breakout Rooms. I’ve heard Zoom images referred to as “squares,” but I see now that they’re horizontal rectangles, each populated by a face. In addition to us genuine trainees, Brian has four pretend students, one per rectangle. 2 of them, Clare and Timberley, whose names are shown listed below them in white, are fellow educational innovation staffers. They wave at us. The other 2– Barry, a little blue teddy bear, and Yoda, who is crocheted– do not wave.

When Brian gets to Breakout Rooms, he discusses that this is a method to divide a meeting into smaller groups. He demonstrates by putting Clare and Yoda in one Breakout Space and Timberley and Barry in the other.

I doodle four pages of notes, considering that I do not understand how to Zoom and type on my laptop at the exact same time. (Later on I learn that I could have set up a Zoom window side-by-side with a note-taking window, like a bike with a sidecar.) Ninety percent of my notes are illegible. The only line I can check out in its entirety is “When all done, click End Satisfying for All, not simply Leave Meeting!”

There’s a taped version of Brian’s class online. I watch it once again. And again. Barry and Yoda look tranquil. They learned everything on the very first go-round.

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With the possible exception of Capitol Hill, there is no location more tolerant of Boomers than academia. Rather of being quietly ushered toward the door at 65 or pressured to color our hair, we are allowed to age gracefully into éminence grise– dom. But what will take place if we constantly forget that in order to screen-share you need to press the green button and then the blue button, and keep saying “Can you see me?” when obviously they can see you, and mess up when we toggle between Gallery View and Speaker View (which, you’ve got to admit, is quite confusing, because if you’re on Gallery View and you hover your mouse at the upper right corner of your screen, the button says “Speaker View”– by which it implies not “That’s what you’re on” however “Click on this link which’s what you’ll get”)? Will our entire cadre of older faculty members morph from larger-than-life sages into tiny little pariahs wearing dunce caps?

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I do a trial Zoom keep up 2 of my advisees. Whatever goes swimmingly until I try to screen-share a file I plan to reveal my WaO class. They can’t see a thing.

I Google “zoom screen share.” I practice once again, this time with my hubby. Bingo.

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Gen Z-ers are fish. Screens are water. I expect my trainees to know whatever about Zoom just because.

However a few hours before my first class, one of my WaO students e-mails to ask if he can practice his Oscar Wilde presentation on me. (This week we read De Profundis, the letter Wilde wrote to his enthusiast when he was imprisoned in Reading Gaol.) If I comprehend properly, Mark is trying a combination of Screen Share, Virtual Background, and Green Screen in order to position an image of Wilde, which he has actually Scotch-taped to a ruler he’s holding in front of his face, in front of an image of the library at Trinity College Dublin, Wilde’s university. (My trainees are nothing if not ambitious.) The results are combined: I see bookshelves and something ectoplasmic floating in area, however I do not see Oscar Wilde.

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When I click the Zoom link two minutes prior to class, my heart is beating quickly. It’s mainly stress and anxiety, however I’m also psyched to see my trainees, a specifically wise, funny, equally encouraging group of excellent writers.

There they are, all 12 of them, popping one by one onto my screen, just the way they ‘d get here in Linsly-Chittenden 212 at staggered intervals, some walking in early, some running in late and out of breath because their previous class was on Science Hill. Simon, Lily, Jack, Britt, Elliot, Grace, Naomi, Elena, Emma, Mark, Charlotte, Michael. There’s a lot of waving. They are so happy to see each other! And I am so happy to see them. Just when their familiar faces are in front of me do I fully understand just how much I’ve missed them, and anxious about them, because our last class 3 weeks earlier.

They are arranged in 3 rows of four, with my rectangle in the top row and Lily, the 13 th rect