Roberson, North Buncombe and Owen high schools have experienced a change in the way their Graduation Projects are organized. This year, graduation projects will be completed within the first nine weeks of a semester rather than the entire semester like in previous years.
“Instead of trying to mix British Literature and graduation projects, and do them at the same time, we are separating them. We think that this is beneficial,” English teacher Rhonda Alamour said.
With the separation of the two main curriculum points of the senior English class, Alamour believes students are able to perform better in the class as well as get work done.
“Students are able to focus on one thing at a time, and they are able to finish their project in the first nine weeks, making students less stressed as they reach exams,” Alamour said.
Teachers are able to plan out the 18 weeks with the first nine weeks primarily focused on senior projects and the second focused on British Literature.
“Instead of chunking sections of the project and incorporation things of literature, it is actually making the fluidity of my class time and of my curriculum easier. There is one focus at a time,” English teacher Tristen Plemmons said.
Students are required to complete practical experience hours ( 10 hours for standard classes and 15 for honors and AP), write a research paper, produce a website and write a speech which has to be performed in front of a group of community judges.
“A nine weeks timeline is working out much better because students truly have less time to procrastinate,” Plemmons said.
Students also felt that this nine week timeline caused them to push themselves and make sure they are completed on time.
“I feel like it is really making me realize that we are doing this fast, we have to move fast and keep up,” senior Juliza Montiel said.
Due to the change in the time period of the projects, English teachers in the county met together to find a way for students to help complete projects despite the busy schedule of some students. As a result, the county agreed to allow students one additionally waived day during the nine weeks to help complete their project.
“I think it is more fair and equitable because students can take an entire day off of school. If they have a job after school or extracurriculars, they are not having to sacrifice so much, but they are still able to complete the project,” Alamour said.
During this waived day, students must complete a minimum of six practical experience hours and must meet with their mentor during that time.
“I think in the end, it's all for the good. It might feel like a lot right now, but getting it over the first nine weeks of senior year will lift so much stress off of me,” Montiel said.
Despite all the stress in the beginning, english teacher Alamour does believe that this will be beneficial in the end.
“Overall I do think it is positive all around for the teachers and students,” Alamour said.
“Instead of trying to mix British Literature and graduation projects, and do them at the same time, we are separating them. We think that this is beneficial,” English teacher Rhonda Alamour said.
With the separation of the two main curriculum points of the senior English class, Alamour believes students are able to perform better in the class as well as get work done.
“Students are able to focus on one thing at a time, and they are able to finish their project in the first nine weeks, making students less stressed as they reach exams,” Alamour said.
Teachers are able to plan out the 18 weeks with the first nine weeks primarily focused on senior projects and the second focused on British Literature.
“Instead of chunking sections of the project and incorporation things of literature, it is actually making the fluidity of my class time and of my curriculum easier. There is one focus at a time,” English teacher Tristen Plemmons said.
Students are required to complete practical experience hours ( 10 hours for standard classes and 15 for honors and AP), write a research paper, produce a website and write a speech which has to be performed in front of a group of community judges.
“A nine weeks timeline is working out much better because students truly have less time to procrastinate,” Plemmons said.
Students also felt that this nine week timeline caused them to push themselves and make sure they are completed on time.
“I feel like it is really making me realize that we are doing this fast, we have to move fast and keep up,” senior Juliza Montiel said.
Due to the change in the time period of the projects, English teachers in the county met together to find a way for students to help complete projects despite the busy schedule of some students. As a result, the county agreed to allow students one additionally waived day during the nine weeks to help complete their project.
“I think it is more fair and equitable because students can take an entire day off of school. If they have a job after school or extracurriculars, they are not having to sacrifice so much, but they are still able to complete the project,” Alamour said.
During this waived day, students must complete a minimum of six practical experience hours and must meet with their mentor during that time.
“I think in the end, it's all for the good. It might feel like a lot right now, but getting it over the first nine weeks of senior year will lift so much stress off of me,” Montiel said.
Despite all the stress in the beginning, english teacher Alamour does believe that this will be beneficial in the end.
“Overall I do think it is positive all around for the teachers and students,” Alamour said.