Student Interviews On Four Period Day
Seward High School
Seward, Nebraska
December, 1995
Block Start
Purpose: To randomly choose a group of students to be interviewed
and ask their views of the present four period day used at Seward High
School. A composite summery of the interviews will be compiled and presented
to the administration and the Block Schedule Evaluation Committee.
Procedure: Every 50th student was marked on an alphabetical list
of all students. These students will be asked to participate in the interviews
according to the following guidelines:
-A member or officer of the student council will be chosen by the
administration to meet with the interviewer. The interviewer will explain
the purpose of the interview and ask the student council member to contact
the randomly selected students inviting them to participate. If the student
selected agrees, an appointment time will set up in December for a 15 minute
interview at the High School. If the student does not agree, the 49th student
will be asked. A student council member will be responsible for getting
the students to the interview.
-The interview will be held at Seward High in a room which is private
and considered a student area. Possible rooms include the library, nurses
suite, auditorium ect.
-The interview will be held December 18th and 19th.
-The time for the interviews are in the mornings for half hour blocks.
The time that least intrudes upon the schedule of the students and the
interviewer is preferred.
-Students will be asked to respond to the following primary inquiries:
DEMOGRAPHICS
Number of Students = 11
Grade distribution
12th Grade - 3
11th Grade - 5
10th Grade - 2
9th Grade - 1
Gender
Male = 6
Female = 5
Student Reflections On Four Period Day
Seward High School
December 18-19, 1995
Dr. Allan Schmidt
1. Please describe the classes you have this semester.
2. How does the school's 4-period day fit your learning needs?
Comments from students representing their answers to
this question:
"I like having less homework, get more done in a day,
perfect for real classes [when core classes come all at once in one quarter],
time for homework."
"this is a better schedule now but not as many options
and don't have as much social time; about the same amount of homework;
grades went down moving from a 45-90 minute period because I get bored
and staying focused is hard."
"I like having time to lift [in strength training] and
work on the computer. Teachers have more time to explain material and work
with individual students. I can concentrate on for classes , get better
grades, and have less homework. Teachers can finish a topic and have time
to review material each day from the day before"
"it depends on the teaching style of the teacher, but
most teachers who like it finish a thought in a period and help students
concentrate more; I wouldn't go back to the old schedule; sometimes a gap
from one semester to the next may cause me to forget"
"teachers keep it interesting, balance learning with
activities and move you around in small groups; counselors help to balance
within and between semesters [core subjects]"
"time for one on one and asking questions with teachers
and help from student in groups; poor students can get help when they need
it"
"not as much homework as the middle school and more time
for individuals and help from the teacher is good; paying attention sometimes
is hard"
"likes it a lot better because if you stop and pick it
up the next day I forget [like the old schedule] but if I finish [a topic]
I remember more; teachers review more and refresh my memory; grades are
about the same but I do better in math"
"I like it because I learn more in small groups; other
kids can help you and get you going"
"I can ask questions and have more time to think about
what we are learning; I get better grades; cheer leading does not interfere
with school"
Students expressed thoughts that indicated they learned more
with the 4-period schedule. The students felt they could concentrate on
fewer subjects, have more time per lesson per day, and have more opportunity
to ask questions of the teacher and other students. They liked being able
to finish a topic in one day and also review material from the previous
day. They like the teacher to explain and demonstrate then let them do
their homework in class with time to ask for help when they don't understand.
The students interviewed believe they learn more in the 90 minute periods
than in the shorter periods"
3. What do you like about the four period day?
These are representative statements from each of the
students about what they like about the 4-period day:
"the schedule fits most of the classes"
"likes small group work and listens more to friends because
they can explain better than the teacher sometimes; students 'who know'
[not always the same students] share with the rest and then bring the rest
back into the conversation"
"I get better grades and learn more; as a cheerleader
I like not having so much homework"
"teachers generally answer questions; the four year schedule
does have conflicts so that I can't get all the classes but seniors have
more choices"
"[the schedule] allows some students to catch up if they
fail a course; not often do activities interfere with classes"
"I learn more and get better grades; can take two math
classes in a year; my grades are better; we get more attention from the
teachers; most teachers like it and my friends like it"
"I don't forget homework assignments now"
"depends on the teacher, but most of my friends like
the schedule; some teachers don't like it"
"I get one more course for college and permits students
to take two years of math in one year; only when I am in track do I miss
classes"
"I learn more working in small groups and being active
and talking with other kids but that works only when the teachers allow
that; only four subjects and less homework; easier to catch up four subjects
than 8 when I miss class because of wrestling"
"I like small groups where one person helps others learn
about certain topics; my parents like it because I get better grades"
4. If you could, how would you change the schedule?
Students thoughts about what they would change:
"core courses should be mixed with less difficult courses;
students just accept it [the schedule] now"
"stop lecturing for 90 minutes"
"access period is not much value for my brother and sister;
too much sitting and talking"
"access period; if a student is mature and [the teacher]
requires students to work its okay; few students use it to do work"
"access time is hard on organizations; busses run right
after afterward and it is hard to meet and have enough time to do what
needs to be done; permit organizations to meet more days per week; teachers
determine how students use access period and if they allow disruptions"
"kids are positive over all; the access time has been
used as punishment for some juniors and seniors; even though it is not
required for 11th and 12th grades the talk is negative about access time"
"more AP courses"
"lunch is way to early"(11:20 AM)
"some teachers don't adjust and lecture the whole period"
"access period was okay if I need help especially in
math and computers"
"avoid gaps between math courses; takes time to get skills
back"
5. Do you have any suggestions, requests for help to offer?
Additional thoughts expressed about anything on their
mind:
"change to an open campus"
"make access period a must work time, teachers [should]
require work to be brought to class"
"reduce the 7-10 minute waiting for food that shortens
eating time"
"balance hard and easy classes"
"I like it just the way it is"
Summary of student interviews:
1. The eleven students interviewed are more than satisfied
with the 4-period day schedule. The 90 minute period is complementary to
almost all classes and is excellent when the teacher's teaching style matches
the student's learning style. Students prefer the following sequence:
Demonstrate
Practice (Checking for understanding)
Re-teaching and question time
Demonstrate
Practice
2. Students like concentrating on only four subjects at
a time. The students expressed that they are now less confused, learn more,
and get better grades.
3. All students like being able to get more homework done
in school. They connected doing homework in class and asking questions
of teachers or other students with there learning more and getting better
grades.
4. Working in small groups is a preferred way to learn.
Students like discussing and debating various points of view. Students
say they learn from each other. Student learn more in depth when they listen
to other students explain and when they explain to other students.
5. According to the majority of students, the access period
does not serve them well. This included juniors and seniors who do not
have access time. They did admit, however, the use of the access period
depended on the maturity of the students. They also believe teachers can
help students use of the access period more profitably by requiring work
to be brought to the class.
6. The interview process revealed that these randomly
selected students believe that they learn more in 90 minute periods than
in shorter periods. The students also believe that the 4-period day helps
their understanding of the subjects and improves their grades. The 4-period
day reduces the amount of homework. The students interviewed are satisfied
with the change to the 4-period day.
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