Tag: academics

Column: Modern schools should focus on real learning

by Sanae Ittu

High school is a place of education for teenagers. A place filled with opportunities. A place that provides time for self-discovery. And a place to become more marketable for college. However, there are mixed opinions if high school is slowly losing its purpose or not.

Students are focused more on passing classes than actually taking the time to learn. It’s absurd how normalized it is for students to cheat to escape failure instead of using failure as a chance to grow. The real question is “Why do students feel the need to cheat?”

According to story in edutopia, students feel the need to cheat because either they don’t find any value in certain assignments, they have the fear of losing social status, or just finding comfort with being rebellious.

So how can we fix this problem? 

We are living in a society that tells us that how we perform in school can determine our whole future. But aren’t we forgetting that there are successful people living among us that didn’t do well in school academically?

Like Richard Branson, who dropped out of school at the age of 16 but is now a billionaire entrepreneur. Or one of the most famous scientists in human history, Albert Einstein. He dropped out of school at the age of 15 and trained himself for the following year.

Graphic by Sanae Ittu.

We would assume that this can be an easy fix. Like increasing strict punishments and surveillance, focus more on grades and testing, and assigning group works. These so-called solutions may sound promising but it will not work in the long run. 

Harsh punishments and intense surveillance can make students feel mistrust, leading to secretive cheating. 

Harvard University’s website explains,“Students assigned to high-suspension schools are more likely to be arrested and incarcerated later, and less likely to attend a four-year college.”

Focusing more on grades and testing can limit sutdent’s creativity and critical thinking and increase stress and anxiety, leading to more cheating. 

According to Queens University, “When students are mainly motivated by getting good grades, they tend to focus on memorizing information instead of deeply understanding new concepts…”

Assigning group work does not address why students cheat or lack passion, students can use it to rely on others to do all the work.

High school senior Yun F. Zheng shared on the Education Week website, “Assigning only individual work outside the classroom removes the risk of group members being overly reliant on others.”

To avoid any of these consequences, administrators should focus more on restorative practice, formative assessment and mastery learning, and structured collaborative learning with individual accountability.

According to PowerSchool, formative assessment and mastery learning have benefits, including defined learning goals, increased rigor, and improved academic achievement.

So take this as a suggestion that education should focus more on genuine learning rather than just passing tests or chasing grades. Success can come in many forms. Creativity, emotional intelligence, and practical skills that matter just much as a test score.

by jhshyphen

Online Testing: The Challenge of Ensuring Fairness and Avoiding Dishonesty

Jeffersonville High School teachers are using a range of approaches to make sure students are keeping it honest when testing

Story by Amber Walker

With the introduction of Chromebooks, Greater Clark County Schools students were able to switch to online lessons and assignments relatively quickly and easily during the COVID-19 pandemic. However, one issue stands out as a sticky subject: online assessments. 

Cheating on tests is not a new problem. Even before COVID-19, students were able to cheat using a range of methods, from writing notes on your palm to sharing pictures to wearing special sunglasses that allow you to spy on your classmates’ papers. However, the large number of students who are attending school online during the pandemic makes it much more difficult for teachers to spot and prevent cheating. 

Since the pandemic started, many schools have adopted tech solutions to prevent cheating. For example, GCCS Chromebooks have built-in monitoring software called Classwize. Using this service, teachers can monitor students’ screen activity and task behavior. Brittany Wright, who teaches Algebra 1 and Geometry at Jeff High, says she has used Classwize to keep students on task whether they are at home or physically in class working on their Chromebooks. “I can close their browser if they are doing something they’re not supposed to,” Wright says. However, the system is not foolproof because students may still have access to other devices such as phones and tablets. Still, Wright says, Classwize is “better than nothing.”

Some teachers approached the issue by making more thought-provoking, opinion-based test questions. English teacher Taylor Troncin says, “This school year, I have had to think outside of the box when it comes to assessments. Instead of doing multiple choice or true/false questions, I have started using more open ended questions, which challenge students to not only answer questions, but to explain their reasoning.” Troncin is also looking at the concept of an assessment more creatively. “I have moved more towards projects that can be completed virtually,” she says. 

While open-ended questions make it more difficult for students to cheat, there is a major drawback: it takes extra time for teachers to grade long-answer questions. 

Another tactic being used is scrambled questions and answers. Some teachers are also limiting the time students have to complete tests. Finally, open-book and open-note tests have become more common — even for traditional, in person classes. 

As for fairness, it might seem like online students have advantages over traditional students because they are not monitored as easily. Also, as science teacher Eric Robinson points out, taking tests at home allows for “opportunities that aren’t available in your more traditional classroom” such as a more comfortable environment. However, Robinson has noticed one thing in particular that works against online students: motivation. Robinson says, “It’s made students not as concerned about test-taking. It doesn’t feel as concrete to them.” In short, when it comes to testing online, Robinson says “there is more opportunity, but there is also less desire.”

The reasons students are inclined to cheat are often ambiguous. Perhaps it is done out of a simple necessity to move onto the next level in life. Perhaps it is done to achieve a perfect score or avoid failure. Sometimes students just don’t feel up to the task. Even if academic dishonesty cannot be prevented entirely, Jeff High teachers are taking steps to minimize cheating and level the playing field for all students.

Story by Amber Walker

by jhshyphen

Jeffersonville High School Leaders Considering Whether to Stick With Block Schedule Next School Year

At the beginning of this school year, Jeffersonville High School implemented a block schedule as part of the school’s efforts to reduce the spread of COVID-19. According to Principal Pam Hall, “When we went to [block schedule] shortly before school started, the main reason was contact tracing and limiting exposures. The other was to limit movement.”


Now, as Jeff High starts to plan ahead for life after COVID-19, the question arises: stay on a block schedule next school year or go back to “normal”?


Hall says the process of making that decision is underway, but it could take a while to make sure all perspectives are considered. Step one was sending a survey to faculty and staff. This occurred in early January. Of those who completed the survey, 55 percent said they prefer the block schedule and 45 percent said they prefer seven periods a day.

Staff survey provided by Jeffersonville High School


Next, Jeff High’s administrators met with leaders from] other high schools in the district. Those schools had also conducted surveys about whether to keep the block schedule.


The next step in the process is to meet with the building leadership team at Jeff High (a group of people who
represents different departments and interests) to discuss the pros and cons of each option. The survey data is just one part of the puzzle. They must also consider the potential impact on student scheduling, lunch times, teachers’ planning time and more.


Whether Jeff High stays on block schedule or reverts to seven periods, Hall says the longer classes have been
beneficial during this challenging year, and not just for contact tracing purposes. “We learned we need to slow down and make sure students have the skills to be successful.”

Story By The Hyphen Staff

by jhshyphen

Opinion: We Are Reaching a Breaking Point

Opinion by The Hyphen Staff

Editor’s note: This piece was written collaboratively by the 14 members on The Hyphen staff. Since this group makes up 0.0067 percent of the student population at Jeff High, we aren’t exactly a representative sample. That being said, our job is to serve as the voice of the students — and we’ve done our best to represent every single one of you.

The alarm goes off at 6:00 a.m. Or maybe it’s noon. Or maybe there is no alarm at all.

The Google Classroom is overflowing with dozens of to-do items. Or maybe it’s just a few. Or maybe it’s none.

The agenda for the day is to log in to four Google Meet sessions. Or maybe it’s just two. Or maybe it’s none.

By the end of the day, we will have completed eight hours of work. Or maybe it’s just a few hours. Or maybe it’s none.

If there is one thing consistent about the experience of a Jeff High student during Coronavirus, it is inconsistency. Specifically, we have noted inconsistencies in:

  • Amount of work
  • Whether the class has live Google Meets
  • Whether Google Meets are required
  • When the Google Meets take place
  • When the assignments are due
  • Whether work can be turned in late

The result is that we are constantly dealing with conflicting priorities — and we are overwhelmed, exhausted, and confused.

Yes, we realize there are bigger issues. Because of Coronavirus, some students don’t know how they will get their next meal. Some are in abusive situations at home that they can’t get away from. Some are dealing with depression and anxiety made worse by isolation.

We can’t fix everything, but we can suggest some changes the school district could consider as a way to lessen stress and increase motivation:

1 – Standardize expectations. Do teachers have Google Meets or not? Are they required or not? Are assignments due in an hour or a day? Are office hours for My School students or everyone? When do office hours happen? What’s the best way to reach out to my teacher?

2 – Respect the block. Although opinions on block scheduling are mixed, we agree that it does help us focus. Please avoid posting to-do items for classes on their “off” day or having a Google Meet during another class period.

3 – De-emphasize writing. We are used to showing what we know in class, not just writing all day. Writing takes longer than speaking or thinking, and it is challenging for a lot of people who are otherwise good communicators. If there’s a way to have us show what we know without writing (for instance, draw something and snap a picture), please do that. It is more work to do everything in writing, and it just gets repetitive after a while.

4 – Keep our other commitments in mind. During a typical school year, students have other obligations that keep them busy: jobs, sports, household responsibilities. It’s no different with Coronavirus. In fact, many students are working more hours because their workplaces see “online” as “on call all the time.” Many are also taking on more responsibility for watching siblings and helping around the house. 

5 – Consider the impact of last spring. The entire fourth quarter was a dud for students. For more than a month, students were not expected to keep the same level of academic focus as we are used to. Most students didn’t even take final exams. Due to this, many are more likely to struggle. 

6 – Be kind. A lot of students are going through a really tough time. They don’t show it. They don’t say it. Yes, sometimes we let you down. Sometimes we get overwhelmed and can’t keep up. Please show forgiveness and kindness. We’re all trying to get through this and get back to “normal” (whatever that is). 

These times are not normal. It’s important to realize that the student body is simply a reflection of the world. We’re just as overwhelmed, exhausted, and confused about our future as adults are. We are just as eager for rays of hope, for a light at the end of the tunnel, for life “after all this is over.” 

Also, we know that our teachers are overwhelmed and stressed, too. We aren’t placing all the blame there. In fact, we want to say thank you to some of the people who make this difficult time a little easier. 

  • Mr. Densford, Ms. Paul, Miller and Martinez: Thank you for caring about how we are doing, not just what we are doing.
  • Mr. Hornickel: Thank you for keeping us engaged and active.
  • Mr. McDonald, Ms. Johnson and Mr. Robinson: Thank you for being clear and consistent.
  • Mrs. Rector, Mr. Wigginton, and Mr. Dench: Thank you for always reaching out and making sure everyone’s up to speed. 
  • Principal Hall and the Assistant Principals: Thank you for everything you are doing to keep us safe.

by jhshyphen