Financing construction projects - Enough equity?

So here the timetable was fully mapped out via online video conferences. The students who were not connected were/will be supported by phone/mail.

Now in hybrid teaching, lessons sometimes have to be doubled.

Since my house is currently being bricked only at a snail’s pace, I can definitely relate. I sit on the upper floor of my maisonette apartment and work from home – she is downstairs at the dining table. The lockdown was horrible because during that time she forbade me from going to the bathroom or getting coffee during online lessons on Teams. WITHOUT COFFEE I had to work for hours. :oops: The only good thing about it was that without coffee there is less need to pee.

Our apartment does not allow for setting up the cameras so that our staircase is not visible in the video, at least not without rearranging everything completely. She tries to separate private life from work life as much as possible and I apparently belong to the latter. ;) These little brats are capable of all sorts of mischief among themselves, so she does not want to give them ammunition privately.

My wife worked her a** off the whole year and kept the kids busy hard on Teams. The good thing is that her school was able to provide all children who were not self-supported with free loaner iPads, so the double effort is avoided. But the alternating (hybrid) teaching causes double preparation again here, and today she has to test the first batch of the 30-children class. So with normal 40 hours she never manages to keep normal hours, more like >55h/week. But especially now significantly more, because the kids have to be supervised on Teams all the time.

What one must admit, of course, is that the "lesson-free time" at least during the summer and Christmas holidays is basically just vacation. Advanced course exams usually prevent the easy life in autumn/spring.

What was this about again?

I am not familiar with primary schools. At the secondary schools I know, it works differently.

I also see from the comments that "the" teachers are being used as scapegoats for structural problems that a) are well known and b) are not the responsibility of the teachers.

During the first lockdown, functioning video conferencing concepts like Zoom and Teams were branded as not GDPR compliant. The teachers who still used them did so against the wishes of the employer. Of course, they are seen as better by the parents.

Distance teaching is, of course, to be carried out with private equipment — official devices were not an option.

Proper distance teaching requires different, more time-consuming preparation and follow-up.

Making your own teaching videos takes time because there is no routine here (I know what I’m talking about, different context).

In short: Teachers who want to deliver the quality of in-person teaching remotely simply work even more — and these are often the ones who are already committed and thus repeatedly sacrifice their free time.

Planning is almost impossible because you are on the front line, translating the ideas of the authorities into practical action. These ideas mostly concern processes that parents and students do not even see.

In short: Generalized criticism is inappropriate. Those who receive tax money can still only deliver what the structure allows. But when looking for scapegoats, individuals are preferred over structures...

On the topic of this not being possible in the private sector: Rarely laughed so much! It is possible there too AND still generates profit. In the bad examples, mind you, because: Generalized criticism is nonsense!

Remote teaching is of course to be done with private equipment - official devices were not an option.

Ugh, how I can’t stand hearing this argument anymore... what’s the problem?

I equipped my home office myself so I can work as best as possible from home. Mac Mini, 34-inch monitor, a good mouse and keyboard.

Do I need it privately? Nope

The majority walk around with €1k (and more) smartphones, and then when it comes to productive work, employees are treated as if they only had a 486 with a 14-inch CRT monitor in their home office, and if the employer enables taking the monitors from the workplace, no one uses it anyway.

Distance learning must of course be conducted with private equipment - official devices were not an option.

Stupid talk... What about the students? Do they have official devices? Many, especially in the younger classes, don’t even have their own PC but simply use their parents' device. But that seems normal, right? Especially when the parents themselves are working from home and need the PC...

Stupid nonsense...
What about the students? Do they have official devices? Many, especially in the younger classes, don’t even have their own PC but simply use their parents' device. But that seems normal, right? Especially when the parents are working from home and need the PC...

Since when does one mistake justify another?

Of course, the problem also exists from this perspective. That’s why the iPads were/are being distributed to students.

It is a structural problem. That’s what my post is about.

What is “stupid nonsense” about that?

Since when does one wrong development justify another?

Of course the problem also exists from this perspective. That is why the iPads were/are being distributed to students.

It is a structural problem. My contribution is about that.

What is “stupid chatter” about that?

Nothing at all! You are absolutely right. However, some live in their embittered bubble far away from reality and think that just because they are given nothing, others should also be denied. The fact is, if the employer (whether private or public) demands something, such as remote teaching of children, then the employer must also ensure that employees are provided with everything possible for that. I know people who work at the railway and have had to work from home for 12 months. DB Schenker came around with their own trucks and brought their office equipment home and set up the workplaces on site. That’s how it should be.