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Do You Think You Have Experienced ‘Learning Loss’ During the Pandemic?

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Do You Think You Have Experienced ‘Learning Loss’ During the Pandemic?

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

There is currently “a roiling debate in education, about how and even whether to measure the academic impact of the coronavirus pandemic on the nation’s children — and how to describe learning gaps without stigmatizing or discouraging students and families,” Dana Goldstein writes.

Are you aware of this debate? How does it apply to you? Do you think you have learned significantly less this past year than you might have if the pandemic had never happened? As you answer, consider “learning” to make up not just the skills and content you are introduced to in school, but also what you learn outside of school.

Then, read about the debate. In the article “Does It Hurt Children to Measure Pandemic Learning Loss?,” Ms. Goldstein looks most closely at younger children, but the larger issues raised also concern teenagers:

Studies continue to show that amid the school closures and economic and health hardships of the past year, many young children have missed out on mastering fundamental reading and math skills. The Biden administration has told most states that unlike in 2020, they should plan on testing students this year, in part to measure the “educational inequities that have been exacerbated by the pandemic.”

But others are pushing back against the concept of “learning loss,” especially on behalf of the Black, Hispanic and low-income children who, research shows, have fallen further behind over the past year. They fear that a focus on what’s been lost could incite a moral panic that paints an entire generation as broken, and say that relatively simple, common-sense solutions can help students get back up to speed.

“This isn’t a lost generation,” said Kayla Patrick, a policy analyst at the Education Trust, a national advocacy group focused on low-income students and students of color. “They just need extra support — in many cases, the support they probably needed before the pandemic, like tutoring.”

Others go further, arguing that regardless of what terminology is used, standardized testing to measure the impact of the pandemic is unnecessary or even actively harmful. Voices as prominent as the former New York City schools chancellor, Richard Carranza, and the Massachusetts Teachers Association, the state’s largest educators’ union, have encouraged parents to opt their children out of state tests during the pandemic. “We do not want to impose additional trauma on students that have already been traumatized,” Mr. Carranza said.

The piece continues:

Jesse Hagopian, a Seattle high school teacher and writer, said testing to measure the impact of the pandemic misses what students have learned outside of physical classrooms during a year of overlapping crises in health, politics and police violence.

“They are learning about how our society works, how racism is used to divide,” he said. “They are learning about the failure of government to respond to the pandemic.”

Mr. Hagopian said he believed that “learning loss” research was being used to “prop up the multi-billion-dollar industry of standardized testing” and “rush educators back into classrooms before it’s safe to do so.”

Students, read the entire article, then tell us:

  • What is your reaction to this debate? Do you think you, personally, have experienced learning loss this past year? If so, what do you think you would have learned if not for the pandemic? If not, why not?

  • Would you answer the questions above differently for other students you know well, like your siblings or close friends? Do you think the age of the student makes a difference in how the past year has affected the learning experience?

  • Are there things you learned this year that you would not have without the pandemic and its disruption of normal life? What did you learn, and how valuable is that knowledge to you, if so?

  • Do you agree with the Seattle high school teacher quoted above who says that testing to measure the effects of the pandemic misses what students have learned during a year of overlapping crises in health, politics and police violence, such as “how our society works, how racism is used to divide” and how the U.S. government responded to the pandemic? If so, how valuable are those “real life” lessons to you?

  • Do you think standardized testing to measure the effects of the pandemic is “unnecessary or even actively harmful” this year — or, do you think schools need to administer those tests to see where students stand? Will you be taking standardized tests this spring?

  • If you do feel that you have experienced learning loss this year, how should your school respond to that? What do you think the best way to catch up might be?

  • What do you need from school right now? What do you think you and other students your age will need when you return to full-time in-person learning, if you haven’t already? Why?


About Student Opinion

• Find all of our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Making Music Visible: Singing in Sign’

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Lesson of the Day: ‘Making Music Visible: Singing in Sign’

5. How has the pandemic fostered new visibility for signing and music? Give at least one example.

6. In creating Sing and Sign’s interpretation of Bach’s “St. John Passion,” Susanne Haupt said, “We didn’t want to just translate text. We wanted to make music visible.” How did Haupt, along with deaf people and a choreographer, do that? Why was making the music “visible” especially important for this piece?

7. Why, according to the article, is who should be entrusted with the process of making music visible “a contentious question”? Cite at least one quote to support your response.

Option 1: Discuss accessibility.

Christine Sun Kim, who performed the national anthem and “America the Beautiful” in American Sign Language at the 2020 Super Bowl, wrote in this Opinion essay:

While Fox Sports announced the signed performance of the two songs on Twitter, it did not actually show it. On the television broadcast, I was visible for only a few seconds. On what was supposed to be a “bonus feed” dedicated to my full performance on the Fox Sports website, the cameras cut away to show close-ups of the players roughly midway through each song.

Why have a sign language performance that is not accessible to anyone who would like to see it? It’s 2020: We’ve had the technology to do so for decades.

Still, she explained why she felt the need to perform:

Our rights can easily disappear if we do not continue to show up in places like the Super Bowl.

I had hoped to provide a public service for deaf viewers, and believed that my appearance might raise awareness of the systemic barriers and the stigmas attached to our deafness — and move some people to action. I hope that despite the failure of Fox to make the performance accessible to all, it did do that.

She concluded her essay:

I wholeheartedly support the efforts to promote accessibility and equality that have been undertaken by the N.F.L. and the N.A.D. I also stand in recognition and support of those who have used the N.F.L.’s platform toward wider goals of social justice. I see my performance as part of that expression.

Discuss with your classmates:

  • What is the importance of making musical performances accessible to deaf viewers? Do you agree with Ms. Kim when she says the rights of deaf people “can easily disappear if we do not continue to show up in places like the Super Bowl”? Why or why not?

  • Ms. Kim says she sees her performance as part of the expression of efforts toward accessibility, equality and social justice. To what extent do you think musical performances in sign language can contribute to these wider goals?

  • Have you ever attended or watched a music event where an A.S.L. interpreter was present? What was the experience like for you?

Option 2: Experience what music feels like for a deaf person.

Summer Vacation?

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Summer Vacation?

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Families are facing a dilemma this year: They’re itching to take a summer vacation, but their kids — for the most part — won’t be vaccinated.

Is your family planning a vacation of some kind? If so, where? Are considerations about the pandemic and vaccinations a part of your planning?

Finally, if the pandemic were over and you could go anywhere on vacation with your family, where would you want to go and why?

Tell us in the comments, then read the related article to learn how epidemiologists are planning to vacation with their children this summer.

Word of the Day: zeitgeist

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Word of the Day: zeitgeist

: the spirit of the time; the spirit characteristic of an age or generation (often capitalized: Zeitgeist)

_________

The word zeitgeist has appeared in 76 articles on NYTimes.com in the past year, including on Dec. 10 in “The Highly Unlikely Yet Totally Predictable Return of Uggs” by Max Berlinger:

Ms. O’Donnell, whose first memory of the brand is Pamela Anderson wearing Uggs with her red “Baywatch” swimsuit (Ms. Anderson, an animal-rights activist, has since renounced the boots), calls the classic boot a “cultural icon.” That sort of talk is often ballyhoo, but in this she’s not wrong. Uggs permeated the zeitgeist in a way few other footwear brands can claim.

Oprah Winfrey included them in her annual “Favorite Things” episodes, starting in 2003, creating a frenzy. Celebrities often wore them between takes while filming, which continued to raise their profile. And starlets helped forge an image of them as glamorous and casual in the early part of the century. Originally they were worn by surfers to keep their feet warm after a morning of wave-riding, giving them instant street (beach?) cred. Still, without constant tending and innovation, a brand built around one signature item can easily get stuck in a rut.

“Uggs will always and forever remind me of coming of age in the early aughts, seeing them on celebrities like Jessica Simpson on ‘Newlyweds’ or Paris Hilton shopping at Kitson,” said Tyler McCall, the editor in chief of the Fashionista website. “Lately, though, they also bring up images of a very specific, cool-art-scene kid.”

Can you correctly use the word zeitgeist in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how zeitgeist can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.

In Iraq, Drought and Abundance in the Mesopotamian Marshes

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In Iraq, Drought and Abundance in the Mesopotamian Marshes

On my most recent visit to the Mesopotamian marshes, in March, I arrived at Sayeed Hitham’s for breakfast. The pandemic had kept me away for more than a year.

The sun was just rising, the sky pink and golden. Hana, Hitham’s wife, stood smiling near the door to their reed house. “Tea is ready, bread is ready,” she said. “Come on in.”

We sat on the worn-out carpet around a glowing kerosene heater, sipping tea and dipping the flat naan Hana had just baked into hot buffalo milk. “What took you so long, Emi?” Sayeed asked with a tone of reproach. “We haven’t seen you in forever.”

Indeed. A year was the longest I’d gone without visiting the Mesopotamian marshes since I began documenting the area in late 2016.

At that time, when journalists and photographers were flocking to the north of Iraq, where the battle for Mosul was raging, I took the opposite path and headed south. I was in search of another view of the country, something different from the war I’d been covering for the previous year and a half.

It was a moment of real discovery for me — one of those few times when you connect with a place, with a people.

The Mesopotamian marshes, a series of wetlands that sit near Iraq’s southeast border, feel like an oasis in the middle of the desert — which they are. The ruins of the ancient Sumerian cities of Ur, Uruk and Eridu are close at hand. The broader region, known as the cradle of civilization, saw early developments in writing, architecture and complex society.

The marshes are home to a people called the Ma’dan, also known as the Marsh Arabs, who live deep in the wetlands, mostly as buffalo breeders in isolated settlements, a majority of which are reachable only by boat. Others live in small cities on the banks of the Tigris or Euphrates rivers, which feed the marshes.

Many of the Ma’dan left decades ago, when the marshes were ravaged by war, famine and repression.

During the Iran-Iraq war, waged between 1980 and 1988, the wetland’s proximity to the Iranian border turned the area into a conflict zone, a theater for bloody battles. Later, in the early 1990s, in the aftermath of a Shiite uprising against his Baath Party, Saddam Hussein intentionally drained the region — where many of the Shiite rebels had fled — as a punishment and a way to stifle the insurrection.

The marshes turned into a desert for more than a decade, until the United States-led invasion of Iraq in 2003.

By then, damage had already been done. By the early 2000s, less than 10 percent of the area’s original wetland existed as a functioning marshland.

Today, after being re-flooded and partially restored, the marshes are once again endangered — by climate change, lack of ecological awareness on a local level and, perhaps most dramatically, by the construction of dams in Turkey and Syria and upriver in Iraq.

In 2018, an extremely hot summer followed by a lack of rain caused a serious drought. In some areas, the water level fell by more than three feet.

“That’s it,” I remember thinking, as the small boat crossed the marsh where corpses of young buffaloes floated in the water. Buffalo breeders like Sayeed Hitham lost about a third of their livestock, and many had to leave when areas turned into a desert. They migrated to neighboring cities — or farther still, to the poor suburbs of Karbala, Basra or Baghdad.

But then, a few months later, the water began to rise. People returned. I photographed the renewal, just as I’d photographed drought the year before. But it felt then — it still feels now — like a sword of Damocles hung over the region.

The stakes are high, both ecologically and for the people who live here. If the already-depleted marshes dry up again, the Ma’dan may have no choice but to leave, to cast away from a peaceful enclave into a troubled land.

Still, I’ve kept coming back. Over the years, I’ve seen drought and abundance, freezing winters and burning summers. I’ve seen children born, and watched them grow up. I’ve followed Sayeed Hitham and his family as they moved around the marsh, the location of their new home dependent on the water level — and each time built out of reeds.

I’ve even gotten used to the huge water buffaloes, known locally as jamous, which represent the main source of income for most of the Ma’dan.

The buffaloes scared me at the beginning. But I’ve learned to walk through a herd of horns, to let them smell me, to pet the fluffy, friendly calves — the ones that try to lick my hand like oversized dogs.

When I outlined my progress to Sayeed, as we wrapped up breakfast, he burst into his wonderful, exuberant laughter. “You still know nothing, Emi,” he said. “You can’t even tell the mean jamous in the herd.”

Then, serious, and still smiling, he said: “It’s OK. You have time to learn.”

How Much Do You Know About El Salvador?

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How Much Do You Know About El Salvador?

Can you find El Salvador on a map? What else do you know about this Central American nation with about 6.5 million people?

Drought and Abundance in the Mesopotamian Marshes

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Drought and Abundance in the Mesopotamian Marshes

On my most recent visit to the Mesopotamian marshes, in March, I arrived at Sayeed Hitham’s for breakfast. The pandemic had kept me away for more than a year.

The sun was just rising, the sky pink and golden. Hana, Hitham’s wife, stood smiling near the door to their reed house. “Tea is ready, bread is ready,” she said. “Come on in.”

We sat on the worn-out carpet around a glowing kerosene heater, sipping tea and dipping the flat naan Hana had just baked into hot buffalo milk. “What took you so long, Emi?” Sayeed asked with a tone of reproach. “We haven’t seen you in forever.”

Indeed. A year was the longest I’d gone without visiting the Mesopotamian marshes since I began documenting the area in late 2016.

At that time, when journalists and photographers were flocking to the north of Iraq, where the battle for Mosul was raging, I took the opposite path and headed south. I was in search of another view of the country, something different from the war I’d been covering for the previous year and a half.

It was a moment of real discovery for me — one of those few times when you connect with a place, with a people.

The Mesopotamian marshes, a series of wetlands that sit near Iraq’s southeast border, feel like an oasis in the middle of the desert — which they are. The ruins of the ancient Sumerian cities of Ur, Uruk and Eridu are close at hand. The broader region, known as the cradle of civilization, saw early developments in writing, architecture and complex society.

The marshes are home to a people called the Ma’dan, also known as the Marsh Arabs, who live deep in the wetlands, mostly as buffalo breeders in isolated settlements, a majority of which are reachable only by boat. Others live in small cities on the banks of the Tigris or Euphrates rivers, which feed the marshes.

Many of the Ma’dan left decades ago, when the marshes were ravaged by war, famine and repression.

During the Iran-Iraq war, waged between 1980 and 1988, the wetland’s proximity to the Iranian border turned the area into a conflict zone, a theater for bloody battles. Later, in the early 1990s, in the aftermath of a Shiite uprising against his Baath Party, Saddam Hussein intentionally drained the region — where many of the Shiite rebels had fled — as a punishment and a way to stifle the insurrection.

The marshes turned into a desert for more than a decade, until the United States-led invasion of Iraq in 2003.

By then, damage had already been done. By the early 2000s, less than 10 percent of the area’s original wetland existed as a functioning marshland.

Today, after being re-flooded and partially restored, the marshes are once again endangered — by climate change, lack of ecological awareness on a local level and, perhaps most dramatically, by the construction of dams in Turkey and Syria and upriver in Iraq.

In 2018, an extremely hot summer followed by a lack of rain caused a serious drought. In some areas, the water level fell by more than three feet.

“That’s it,” I remember thinking, as the small boat crossed the marsh where corpses of young buffaloes floated in the water. Buffalo breeders like Sayeed Hitham lost about a third of their livestock, and many had to leave when areas turned into a desert. They migrated to neighboring cities — or farther still, to the poor suburbs of Karbala, Basra or Baghdad.

But then, a few months later, the water began to rise. People returned. I photographed the renewal, just as I’d photographed drought the year before. But it felt then — it still feels now — like a sword of Damocles hung over the region.

The stakes are high, both ecologically and for the people who live here. If the already-depleted marshes dry up again, the Ma’dan may have no choice but to leave, to cast away from a peaceful enclave into a troubled land.

Still, I’ve kept coming back. Over the years, I’ve seen drought and abundance, freezing winters and burning summers. I’ve seen children born, and watched them grow up. I’ve followed Sayeed Hitham and his family as they moved around the marsh, the location of their new home dependent on the water level — and each time built out of reeds.

I’ve even gotten used to the huge water buffaloes, known locally as jamous, which represent the main source of income for most of the Ma’dan.

The buffaloes scared me at the beginning. But I’ve learned to walk through a herd of horns, to let them smell me, to pet the fluffy, friendly calves — the ones that try to lick my hand like oversized dogs.

When I outlined my progress to Sayeed, as we wrapped up breakfast, he burst into his wonderful, exuberant laughter. “You still know nothing, Emi,” he said. “You can’t even tell the mean jamous in the herd.”

Then, serious, and still smiling, he said: “It’s OK. You have time to learn.”

What Is the Code You Live By?

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What Is the Code You Live By?

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

If you had to sum up the code you live by in just a few words, what would you say?

In “‘To Leave the World a Bit Better,’ and Other Codes to Live By,” New York Times readers share the philosophies that guide their lives.

Kristy McCray of Columbus, Ohio, writes about the value of getting to know people in order to treat them the way they wish to be treated:

Many people live by the Golden Rule (treat others as you wish to be treated), but I’ve come to follow the Platinum Rule, which is to treat others as they wish to be treated. Treating others as they wish to be treated requires a willingness to learn about others’ lives.

For example, as an extrovert, I enjoyed talking with my professors, going to office hours and even loved being called on in class. If I treated all of my students the way I wanted to be treated, I would annoy (at best) or alienate some of my introverted, shy or anxious students. Instead of making assumptions to treat them as I’d like to be treated, I get to know students as individuals and treat them as they’d like to be treated, creating a richer learning environment.

Similarly, the Platinum Rule can be useful for white people in this era of racial justice, because it asks us to stop centering our own experiences as the norm. Instead, it asks us to consider how others may experience the world in ways that are unfamiliar to us and be inclusive of experiences that are different from ours.

Dave Dillon of Jefferson City, Mo., keeps it simple:

My philosophy is a very simple one I learned during my Catholic school days and in the Army. Although I don’t always live up to the standard, it has generally served me well: “Always behave as if someone were watching.”

William Dock of Seattle writes about a reminder that our choices affect other people as well as ourselves:

Just inside a harbor on Fidalgo Island, gateway to Washington’s San Juan Islands, I recall seeing a small rectangular sign on the end of a dock declaring “Your Wake Defines You” in red, black and white lettering, intended for boats that create havoc if they pass too quickly. This has also become my mantra.

No matter what I am doing, I always pay attention to the impact my choices have on others — from close relationships to what goes in my trash. If my impact is too destructive, I change course and find another way to achieve my goal — or, when necessary, forgo that goal altogether.

That’s not always easy, for shortcuts are tempting and some opportunities are tough to pass up. And, granted, there are at times impacts that you cannot see. However, if we constantly place value and attention on increasing the benefits that others get from our existence, or on reducing our negative impacts, the world would be a more habitable — and more humane — place.

Stephanie Harrison of Los Angeles finds inspiration in a passage from a novel for using anger as a tool for change:

A few weeks ago, I picked up (for the third time) Sandra Cisneros’s “The House on Mango Street” and read until I finished the vignette “Four Skinny Trees.” It is about four thin, “raggedy” trees outside the protagonist’s house that inspire her with their angry persistence as they spread “ferocious” roots and branches to the sky.

This vignette helped me understand that anger has guided my life and that I want to keep it that way. I do not mean the tantrums that sent me to discuss my anger issues in the second grade, but harnessing rage I feel as a 15-year-old and using it as a tool to create change in my life. This vignette helped me realize that my anger can be a source of motivation and strength.

I have improved my grades, organization, work ethic, appearance and the amount of joy I have as a result of channeling some of my frustrations into positive changes. Most recently, I joined the Pfizer/BioNTech adolescent vaccine trial to get revenge on Covid. At the core of my achievements is the spark of anger.

Students, read all of the letters to the editor, then tell us:

  • If you were to write a similar letter to the editor about the code by which you live your life, what would it say?

  • Is there a passage from literature, a quote from Scripture, a line or two of poetry, a song lyric, an idea expressed in a memoir or an interview, or any other example of language that serves as a mantra or an inspiration for you? If so, have these words ever contributed to a decision you made or to your understanding of a situation? Explain.

  • Are there any teachings, mottos, sayings or even sentiments you read in memes — or even on bumper stickers — that have brought you insight or comfort at a time when you needed it? Explain.

  • Which person’s code or philosophy, as presented in a letter, most resonates with you? Why?

  • What is the Platinum Rule, as described by Ms. McCray? How might following it lead to different outcomes than following the Golden Rule would? Can you give a real or fictional example of a situation in which you could use the Platinum Rule to lead to a positive outcome for all involved?


About Student Opinion

• Find all of our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘How Teachers Are Exploring the Derek Chauvin Trial With Students’

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Lesson of the Day: ‘How Teachers Are Exploring the Derek Chauvin Trial With Students’

Listen to a “Daily” podcast examining the case that has been brought against Mr. Chauvin so far.

Look at photos by Times photographers capturing the events across Minneapolis as the trial began.

Then, respond to these prompts:

  • What is one new thing you learned about the trial of Mr. Chauvin?

  • What is one key takeaway from the trial so far?

  • What is one new question that you have about the events?

  • How might your identity, family or experiences shape your reaction to the trial? What personal connections might you have to the story?

Read the featured article, then answer the following questions:

1. Why does Lacrissha Walton, a fourth-grade teacher at Lucy Craft Laney Community School in Minneapolis, feel compelled to use the trial as “a teachable moment”? How has the death of Mr. Floyd impacted her students’ lives? How have her young pupils responded to her lessons and discussions about the trial?

2. What are some of the challenges schools and teachers face in addressing a “televised murder trial”? How have educators in Minneapolis addressed the possibility that the trial might rekindle “feelings of racial trauma and fears of potential unrest” for students?

3. How has Kristi Ward, the principal for third through eighth graders at Lake Nokomis Community School, worked with her staff on developing ways to prompt meaningful discussions? Which approaches and strategies do you think are most effective or appropriate?

4. While many schools around the country have avoided the court proceedings entirely, why did Tom Lachermeier, a social studies teacher at North Community High School, feel that “as a white man,” he had to address the trial with his students, 90 percent of whom are Black? What message would “not saying anything” about the trial send to his students? Do you think the racial identity of a teacher or students is important in deciding whether and how to address the legal proceedings?

5. What are some of the lessons drawn by students who have been studying the trial, according to the article? Why has learning about the trial convinced Kyree Wilson, 16, a junior in Mr. Lachermeier’s United States history class, that a conviction would do little to stop police brutality? Do you agree with her perspective? What difference do you think the verdict will make? What kind of impact might it have in the nation’s fight for racial justice?

6. What is your reaction to the article? What did you find most surprising, provocative or memorable? Does anything resonate with your own experiences as a student? Have any of your teachers provided opportunities to discuss and analyze the trial? If so, have you found them to be productive?

Word of the Day: quandary

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Word of the Day: quandary

1. state of uncertainty or perplexity, especially one requiring a choice between equally unfavorable options

2. an especially unpleasant or trying situation from which extrication is difficult

_________

The word quandary has appeared in 120 articles on NYTimes.com in the past year, including on Feb. 28 in “Olympians Enter a Risky New Event: Line Jumping” by Andrew Keh:

Last month, after the Belgian Olympic committee requested 500 vaccines from the government, the team doctor Johan Bellemans told Sporza, a national TV network, that Olympic athletes were at higher risk for infection because of their travel schedules, and said that they had been testing positive at a higher rate than the country’s general population. And, he said, “Obviously, we don’t want our athletes to be at a competitive disadvantage.”

All of this has presented a quandary for the International Olympic Committee and organizers of the Tokyo Games. When the athletes arrive in Japan in July, they will be entering a country that is nowhere close to herd immunity. Japan started vaccinating health care workers only in mid-February, and it does not plan to start inoculating older residents until mid-April. Taro Kono, the cabinet minister in charge of the vaccine rollout, recently said that the Games were “not on my schedule at all.”

Can you correctly use the word quandary in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how quandary can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.