Kate Hunter, Features Editor
@khuntercourant
Between block scheduling and the hybrid attendance model, many adjustments have been made in the classroom. Unfortunately, Advanced Placement classes do not have the same scheduling flexibility for their content as other classes, due to the A.P. test in May. There is no doubt that between block scheduling, half days on Wednesdays, and the lack of in-person instruction this year, time is tight. So, the question lingers, how are teachers in A.P. courses getting through their material?
Mr. Joshi, an A.P. government and politics teacher, has certainly felt the impacts of this school year’s abnormality. “We are behind by probably a month to a month and a half or so,” Mr. Joshi said.
However, Mr. Joshi doesn’t seem too stressed. “I have learned that it’s just a weird year and if I want to be upset about things that are out of my control then I’m just going to be miserable,” Mr. Joshi said. “I feel as though my students don’t deserve that. Instead of being hung up on how behind we are, if they walk out feeling good, then I’m good,” he said.
A.P. BC Calculus teacher Mrs. Marhefki is also behind from a content standpoint, but she too remains optimistic. “Since I teach a great group of students we will get through it all,” said Ms. Marhefki.
On the other hand, Mr. Darken, who teaches both A.P. English courses, has not been impacted as drastically by this year’s shift in time management. “Basically halfway through the year my classes will have done all the different essay types,” said Mr. Darken. “So, that puts us in a pretty good place.”
Unlike the content focused classes, A.P. English courses just require exposure to the different essay types. “The multiple-choice questions you can’t study in the same way as in other types of disciplines,” said Mr. Darken. “Really, the test is skills-based and tests the skills that you’ve developed over twelve years in school.”
Even though Mr. Joshi’s classes are behind, he has not been assigning additional work at home. “I actually have eliminated all of it,” said Mr. Joshi. “We have more time in class.”
For homework, Mr. Joshi said, “I’ll ask them to read a chapter of our book and stuff. I use an online textbook and they take notes, but that is the only homework. Everything else we have time in class to work on.”
Part of the reason Joshi has been able to eliminate homework despite being behind is due to his change in focus. He has opted to not focus on the details of the curriculum, but the big picture instead. “We are still hitting the essential information, we are doing bigger things rather than hitting all the minute details. So we’ve switched our mindset to let’s just talk about these topics and how we feel about them and then once we feel good about them we can move on,” he said.
Mr. Joshi teaches mostly seniors, there is even less incentive for Joshi’s students to take the test. “I don’t care. It’s totally up to them,” said Mr. Joshi. “It offers you an amazing opportunity to earn college credit.
For the students who do take the exam, Joshi will do what he can to help his students prepare properly. “If you make it a priority I will do everything in my power to get you a four or a five,” said Mr. Joshi.
Mr. Darken sees the pros and cons of taking the exam. “ I don’t think it’s a bad test,” he said. “I think the skills that are being assessed are important skills for kids to have.
However, Mr. Darken also said, “I think that putting a time frame on the test, which of course they do because they want to see what you can do in three hours, seems a little bit ridiculous.”
Mr. Joshi mentioned that, ideally, some changes would have been made to better accommodate the circumstances this year. He said, “I think given the year and the stresses and everything else, I wish the College Board would do something different to make it a little easier on students and teachers, but they’re not.”
However, despite the new obstacles of this school year, the input of students in these A.P. classes come first. “I am trying to let my students guide me,” Mr. Joshi said.
