Improving elective classes in the high school

When I was in high school, it was considered an honor to be in a vocal performance group. We learned songs, from various genres and languages, selected by the teacher. We contributed to school spirit, volunteered in the community, had fun trips on school buses and respected authority. Our choir was in a healthy competition with the high school on the other side of town for first place in regional and state festivals. Our grades and citizenship were factors for placement in choir.

There was obviously a time warp from my high school days to 1994 when I started teaching. Maybe a version of George Orwell’s 1984 really happened! When I first began teachin, I was rudely awakened by the composition of my choir classes and the behavior of the students. This was when I first heard the word “dumping ground.” At that time I thought it was a term coined by the union representative with whom I was speaking.

As time went on, I realized that it was a process used to fill the schedules of students who were not academically inclined. Dumping Ground, written by Barry Croom and Gary Moore describes students dumped in vocational classes as “incorrigible and lazy.”

Such students do not magically become interested in challenging and rigorous instruction because they are in an elective. On the contrary, dumped students can affect the productivity in the class by intimidating or discouraging others. One cannot build a choral, drama, technology, or vocational program on a weak foundation of failing students.

Three years ago, just as I was becoming encouraged by the cooperation I received from my vice principal, our whole administration changed. My fifth period class, right after lunch and adjacent to the lunch area, had 59 students and at least 15 of those were incorrigible. I was fortunate enough to be assigned to a new vice principal who listened to me and helped strategically schedule my classes to be productive.

A successful program is a collaborative effort. Elective teachers need

1. Support of counselors – Getting to know counselors has been a tremendous help for me. Help the counselors understand that you are looking for good cooperative students and need to have them strategically placed. In the spring I provided a list of students appropriate for specific classes. As a result, I have continuity from the previous year and kids are able to sing songs on the first day of school.

2. Support of parents – Parent advocacy is crucial for a good choral program. Parents like to see their kids perform well. They have a special voice that teachers do not have!

3. Support of students – Students who are interested in the program will be excited and talk about the program to their friends. Include student-produced programs and activities. They will want to see the program grow because that means increased opportunities for them.

4. Support of administrators – This is a critical area. Administrators should respect teachers as professionals and listen to their valid concerns about program obstacles. Unless classes are scheduled for program growth, there is no program and there will be a vicious cycle of classes that will cause you to give up on building a program, request a transfer or quit!

As soon as possible, meet with teachers who are teaching the same discipline in other schools. Get students to tell you about exciting activities they participated in before you arrived. Listening is part of the information gathering process to determine what has been done, who is successful and why and strategically planning to succeed. It will be necessary to raise funds for what you need to make your program successful. Our talent shows draw more students to the choral program than any of our other activities. Throughout the year students stop me to ask the date of the next talent show.

Please share challenges and/or successes you have experienced.