Since the beginning of the 2014-15 academic year, BBIS has decided to implement a new homeroom system throughout the middle and high school in hopes of increasing the bond between students and their homeroom teachers, as well as setting forth a form of PSHE meant to help students with their academic lives and goal-setting. Unlike last year, homeroom now takes place twice a week, for 20-30 minutes after fourth period, which used to be designated lunchtime.
The response to this program has been overwhelmingly negative, with students complaining that they no longer have time to take part in certain activities as well as organize meetings with teachers during lunch. Additionally, many are struggling to find time to eat lunch as well as complete all of their ECA requirements during these days of the week. This is an issue the school has failed to address so far, saying that activities should simply not take place on designated homeroom days, a response that is of little use to the student body.
One of the main goals of this new program is for homeroom teachers to help students who are struggling with certain subjects and provide support where it is needed. However, many are asking why students shouldn’t just simply meet with their subject teachers directly to discuss these problems, as they arguably know more about the student as well as the subject than a homeroom teacher would. Again, this was addressed with a rather unsatisfactory answer, according to students, as it was said that these sessions are meant to not solely target subject-specific issues, but also CAS and extended essay questions as well as general problems. Nevertheless, this still leaves many struggling with questions concerning topics such as the French Revolution or Calculus, which may be out of place to ask an Art or a German teacher, for example.
Many are also questioning the value of these sessions. Is it really necessary for teenagers ranging from 14-19 to be taking quizzes on their particular learning style? One could argue that this is too little too late for this age group and constitutes a waste of valuable learning time. Additionally, although teachers were instructed to do so, many are forgetting to transmit announcements in the mornings, leaving students lost during homeroom, unsure of where to meet or what schedule to follow. This has already caused several incidents when students were told to meet at a particular location, but were greeted by nothing but an empty room and a lack of instruction. Similarly, multiple homeroom sessions with teachers have consisted purely of waiting around for the clock to strike half past, so as not to let students out too early for lunch and risk getting reprimanded by Mr.Bartlett. Such disorganization and inattentiveness with school time is resulting in ill – informed and disgruntled students, who are in the midst of making important academic choices and for whom teacher and club meetings are a vital aspect of their learning.
Whilst looking over the various outcomes of this new system, it becomes quite apparent that it is posing more challenges to students and teachers than it is providing benefits. With a lack of answers and solutions, the BBIS administration is having a hard time convincing the student body of this plan, which may indicate that an urgent reevaluation of this program is required.
The Paw Print 