Longmeadow High School - Masacksic Yearbook (Longmeadow, MA)

Page 12 text:

I Despite the wide range of interests represented at Longmeadow High School, few people will disagree that the emphasis is always on academics. Math, foreign languages, science, English, and history are given top priority in the school, along with other more specialized academic courses. An academic environment fills the hallways and follows a student through the greater part of his school day. Just what creates the special environment of an academic classroom? Most evident is the teacher-students relationship. One man or woman teaches a group of fifteen to twenty-five teenagers, who are expected to listen and participate. Loudness and activity are suppressed for fifty-four minutes at a time, in the hope that knowledge and understanding will take their place. Boredom may deaden the atmosphere in one class, while the next one is fun and stimulating. Studies continue for the serious student in the library, at home, and even in the cafeteria and the courtyard. Testing creates a unique environment in itself. During a major test, hours of studying will either pay off, or be rendered futile. Everybody feels the tension in the air. Good grades, the goal of most college and career bound students, are largely dependent on test scores. The pressure to perform well is turned on and off with the ringing of the bell. x For academically inclined students, there are several clubs that are geared to their interests. In and out of school, an academic environment is always available to those who wish to pursue it.

Page 14 text:

The environment in the English de- partment was seriously altered this year, especially for seniors who were suddenly mixed in heterogeneous classes. Except for the advanced placement students, all seniors found themselves among others with higher and lower intellectual capacities. This was a controversial issue throughout the year, causing an unstable atmo- sphere. Since the program was in its origins, all side and opinions were con- sidered for evaluation. Some teachers and students felt that the new system was more realistic in relation to the outside world, because people are not normally tracked . Also, a valuable exchange of ideas was still apparent in the new classes. Others felt very un- comfortable and saw a loss of motiva- tion when an individual was placed with a group of higher or lower achievers. They felt that the discussions were dominated by smarter students while the others sat back overwhelmed or uninterested. Strong opinions were held in all classes both in favor of the program and against it. Whether one felt secure or not, there was definitely an acknowl- edgement of a change in atmosphere within the English environment. 10