Rogers High School - Rogerian Yearbook (Toledo, OH)

Page 10 text:

' Rogers is no longer a school but a factory ' Teachers were affected by the “two schools in one.” The extended-day schedule was often rigorous and tiring. Teachers came in two shifts: morning and afternoon. The morning teachers arrived at Rogers be¬ fore sunrise to teach a class of sleepy, yawning jun¬ iors and seniors. By 10 a.m., the second shift of teachers began trickling into the building. While these instructors arrived later, they also left later—the school day ended at 4 p.m. Because of the two shifts some teachers believed that the faculty became split into two groups. Mrs. Mary Jo Folger, English teacher, said, “There is not enough enthusiasm at 7:30 a.m. Students and teachers are apathetic. The schedule split the school —student body and faculty. However, there is no definite solution. Our schedule is better than being overcrowded.” “Under this schedule we lose some things and gain some others. School spirit is definitely affected, how¬ ever, there are advantages in juniors and seniors be¬ ing split from freshmen and sophomores,” commented Mr. Don Woody, math teacher. The extended-day schedule shortened class hours considerably. The shortened day was apparent in Mr. Robert Bean’s chemistry classes as students tried to conduct labs in 45 minutes. “Academic classes need more time for explanation. I would love to explain in more detail, allowing the class to take notes. However, I can’t if the students are not in class. Classes were once 55 minutes; this year most hours are 45 minutes,” he commented. Home economics classes were aware of the short¬ ened day also. “The schedule cut down the time kids can spend on extra projects. The initiative is there, but the schedule is to blame for the students not being able to carry out projects,” Mrs. Kathleen Williams, home economics teacher, said. Mrs. Williams also noticed a growing lack of inter¬ est in the school as enrollment increased; “With big¬ ness comes coldness. Activities have suffered and tra¬ ditions have been lost.” The growth of the student body caused several changes which divided the school. The division began with only certain classes attending assemblies on a rotating basis. However, some believed that the disinterest In activ¬ ities should not be blamed on the schedule. Mr. John Nicholson, art teacher, believed society was a factor in student attitudes. y “In comparing this year to Rogers five years ago, there is a general lack of spirit or harmony in the school. However, this is not necessarily due to the schedule but to society. Students are brighter, more aware than before, they question their role — what they are really getting out of it.” The efficiency and briskness of the schedule often seemed to bog teachers down. Mrs. Harriet Abell and Mr. Eddie Weidel thought the school became “mechanical.” “Rogers is no longer a school but a factory,” Mrs. Abell, French teacher, said, “The students come in, go to classes, and leave for work.” Mr. Weidel, English and drama teacher, com¬ mented, “The students come in and we pump knowl¬ edge into them and they leave. There is a lack of interest in everything.” However, the schedule created more time for the teachers. Mr. Murray Shy, an afternoon math teacher, en¬ joyed the schedule as he had more time for planning in the morning. “The schedule is more convenient for teachers,” he commented, “I think it has more effect in helping students learn.” Mr. Jerry Mash, English teacher, in his first year at Rogers found that “students show initiative when the teachers do. Also, coming from another school, I find Rogers cleaner and that students respect the property of others.” Another result of the extended-day was the in¬ crease in absentees, however, according to Miss Gail Peery, girls’ dean, this was only because of the in¬ crease in enrollment. Although the schedule this year gave students five minutes between classes instead of the four minutes of last year, she said that there was as much tardiness as previously. The 1971-72 school year was a year of change and adjustment for almost everyone in the school, teachers as well as students. 6