Why Free Blocks?

At St. Gregory, we feel that one of our responsibilities is to provide opportunities for students to learn to manage their time.  This is a gradual process and we introduce it in small increments, much like any new skill or concept is presented.

As students move from middle school to high school, one of the most noticeable changes in their daily life at school is an increased amount of free time.  Freshmen begin ninth grade taking seven classes and one study hall in our eight-block schedule.  Tutorial is at the end of the day and, for the most part, optional; students must discipline themselves to seek the help they need from teachers.  Those who have earned a GPA of 2.75 or better at the end of the first quarter may replace the study hall with a free block.

During free blocks, students have a number of options.  Some work on assignments in the dining hall or student lounge, do research in the library, work in the computer lab, seek out a teacher who is available for extra help, or receive tutoring, while others play basketball, visit with friends, play cards or ping pong, or have a snack.  This gives students the chance to discover what system works best for them.  Some students prefer to complete homework during the school day to create more free time in the evening, while others devote much of their free time on campus to socializing and use their evenings for homework.  It is common for a student to vary the routine depending on which classes are held on a given day.

In the sophomore year, students have generally have six classes one semester and seven the other; thus, one semester they have one study hall or free block, while the other semester they have two free blocks, two study halls, or one of each, depending on GPA.  Juniors generally have six classes, leaving two blocks available for free time or study hall.  Independent work gradually begins to require more outside resources, and students are expected to use some of their free time to take full advantage of on-campus resources to complete those assignments.  Most students have at least one free block, and we hope that they learn to use it in a way that suits both their academic and personal needs.

Students in twelfth grade enjoy a “senior privilege.”  Once a week, if a students has first or last block free, coming in late or leaving early is allowed.  Students are expected to meet all course obligations, attend meetings and athletic events in which they are involved, and visit teachers, when necessary, during tutorial.  They relish the opportunity to have a slightly different schedule from everyone else that one day a week, and look forward to having even more control over their daily schedules in college.

It may at first glance seem somehow inappropriate that students have an opportunity to “play” during school hours.  Non-academic activities, however, have value for a number of students in a day of classes.  Many students move more successfully through a school day when they have a chance to socialize or to be physically active.  The opportunity for a clear break from academics allows for better focus in the classroom, especially among younger students.

Time management is challenging for some students, resulting in the occasional setback.  Students may end find themselves assigned to study hall after a quarter with a free block because their grades have suffered.  Some students learn that structure works better for them and, regardless of GPA, they go to a study hall to work quietly rather than visiting with friends.  Over the four years of high school, most students become quite skilled at balancing free time and schoolwork in a way that works for them.  It’s an interesting process to watch, and we’re happy to provide guidance when it is needed.  We believe that this gradual exposure to unstructured time is an important component of making a successful transition from high school to university life.

• We learned more about our student in the SLC instead of the traditional parent-teacher conference.
• This prepares students for future college interviews.
• I loved having my daughter tell me what was important to her.
• The process gives students a good start in developing presentation skills.
• Nice to see work instead of grades.
• Great to see a student’s self evaluations side-by-side with teacher’s evaluations.
• I like seeing all of her work together in the portfolio – it gives me a better understanding of what is going on here.
• Seeing your child’s accomplishments and shortcomings through their eyes; they are aware of areas they need to improve. Love this format; they can take responsibility.
• My child did not take it very seriously so it was not as productive as I had hoped for. My child was the issue, not the process.
• I like students taking responsibility to analyze and reflect on their work. I like the “SMART” goals.
• The best part about the SLC was that my child became an active participant in her education.

• More LOL’s (student reflections on specific work samples).
• More time.
• Have students have more choices in selecting work samples.
• I would have preferred to have my student go room to room and have her do her presentation in front of her teachers with me . .
• More teacher comments.
• More time to ask my child follow-up questions about their work
• There is really nothing I would change, this is great!
• More personal remarks from the teachers.
• Forget Mr. Woodall’s scripted introduction letter and have students write their own.

• I found my child does a lot more than I realized.
• There is a learning curve for parents to understand what “LOL’s” and Habits of Mind are. I saw things that I didn’t even know my child worked on (which is good).
• It gave me a good idea of what they were learning in each class at this time.
• More work samples would be nice.
• Seeing my child’s “SMART” goals was impressive!
• It offered a window into his view of learning.
• I can better see the connection between work done at home and what goes on at school.

• Excellent Habits of Mind information!
• Important and informative information to track over time.
• They enhance my understanding of my child’s strengths and weaknesses.
• It was good to see the teacher feedback.
• I think that it was eye-opening to her as well.
• I liked them but need personal comments as well.
• This is leading in the right direction.

Ropes

Let’s pack the house and cheer on our outstanding teams!

Go Hawks!

Next week's schedule includes soccer team pictures Monday after school followed by practice until 5:00. All A and B soccer players should have their uniforms. Soccer will take the rest of the week off. Monday 11/23 the softball team will host Pusch Ridge at 4:00. Softball will take the rest of the week off.