As the winter weather continues in full swing, the student body of Francis Howell North eagerly anticipates the possibility of a snow day. When the district deems driving conditions are hazardous due to the inclement weather, a snow day is announced. The first 5 of these snow days are called AMI days, or Alternative Methods of Instruction, during which students must continue their learning remotely.
This year marks a significant shift from the past structuring of AMI days. Previously, teachers had assigned specific work for each of their classes, related to the subject material being taught. Under the new system, students must complete designated activities on a school-wide choice board organized by broad subject areas such as math, ELA and science. Each board offers a variety of activities from which students may choose, regardless of what they are being taught in their classes.
Following the school’s first AMI day under the new policy, the student response has been mixed. Senior Jyla Bustos is one among those who feel that their AMI work is disconnected from their typical classwork.
“I don’t like the choice board very much because a lot of the options on there don’t really correlate with what I’m doing in class,” Bustos said. “None of the options are relevant to the material being taught in my classes, so it really just feels like busy work.”
However, many students offered a differing opinion, noting that the activities were easier to complete and far less stressful than regular coursework. These students tended to prefer the new changes that were made.
Teachers seemingly also have mixed opinions on the new policy. French teacher Valerie Luvai explained that the choice boards are likely helpful in accommodating the unpredictability of snow days.
“I think it was necessary to do the choice board format so that we could have general things that you could accomplish, especially within a timeframe that is short and unexpected,” Luvai said.
She also discussed the benefits of allowing students to select which activities to complete.
“I think it’s good to give students more input and involvement in their learning,” Luvai said. “When the student is able to choose things for themselves, I am able to give them some independence and leave the learning in the hands of the students, so they gain a sense of accountability.”
However, not all teachers share this view. Many expressed concerns about the seeming oversimplicity of the activities and about the relevance of the choice board in regards to their coursework. These teachers indicated a preference for the previous year’s AMI policy.
While the winter season continues on, opinion on the policy remains divided. While there are those who appreciate the reduced stress and flexibility, others continue to question its academic relevance.
