Across the United States and the world, institutions that rose to prominence over the last century or two are still enjoying their ubiquity.

Humans have always sought power and freedom. But it must also be true that we seek someone to lead us. How else would those who have sought power have been able to wield it so successfully, even when goals were nefarious?

It used to be a lot easier to get people to do what you wanted them to do. All you have to do is limit their education and indoctrinate them instead. The culture becomes self-perpetuating as they indoctrinate each other, everyone playing their required role.

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There’s a reckoning going on in education and professional life. One might even call it a revolution.

What does it mean to “go to school” or “go to work” when you can’t physically be there? What do these entities really represent? What do they contribute? What choices do we have about how to engage with these institutions that we may have heretofore disregarded?

There have always been people who questioned the way things have to be. But now, new possibilities are visible to all. A new wave of adults is now seeking fully remote positions that allow for more freedom and control. And students, en masse, are opting out of the traditional system, realizing that they can be more efficient and effective learners when they’re not spending six or seven hours in the classroom only to encounter two or three more hours of homework later on.

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This week, a student at North Paulding High School in Dallas, Georgia, about an hour outside of Atlanta, was suspended for five days. Her crime was posting pictures and video on social media in violation of school policy.

These pictures and video just happened to show packed hallways at North Paulding High School. The superintendent of Paulding County School District, Brian Otott, defended the school’s reopening efforts in response to widespread attention to, and criticism of, NPHS students’ apparent lack of social distancing and mask use as shown in the photos. In a letter to parents, Otott sought to provide additional “context” for the photos, saying, “Under the COVID-19 protocols we have adopted, class changes like this may happen, especially at a high school with more than 2,000 students.”

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I recently joined a rapidly growing Facebook group related to “pandemic pods” and microschools. As a microschool leader, I thought I could be helpful.

If you haven't heard about the "pandemic pod" concept, it's based on a group of parents bringing a handful of kids together to be led by one adult. Sometimes, the parents themselves plan to take turns leading the group; other times, the group will be led by a babysitter who will be supervising the kids' work in their regular school's online curriculum; and in some groups, a professional educator will be leading the group and perhaps even developing a specialized curriculum.

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Out on the water, our small rowing team is waiting for a command from the coxswain.

“Gimme a minute to think,” she says. We patiently sit at oars. “Okay, port side, hold water, starboard side, give way together.” The boat begins to move.

Dealing with a large group of children is a little more challenging than a handful of adults, but an experienced teacher can quickly bring a raucous group to order using teacher vibes.

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It was a moment that will surely be familiar to anyone who survived middle school.

My students and I were playing and singing a song together when one voice rang out a little louder than the rest. Exuberant and enthusiastic though it was, it was imperfect. No problem in our group — we’re all learning. We’re constantly talking about how we can all grow and improve as musicians, and how it’s an act of leadership to put in the effort.

But not all of us were in agreement on this point, apparently. Two eighth grade girls, sitting idly instead of participating in the music, exchanged a glance. Its meaning was unmistakeable — they were silently making fun of the earnestness of the confident singer.

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