<p>I think what many of the comments here show is that it matters very much how the program is instituted and monitored. My point all along is that there ARE ways where it can be done efficiently so that it is a benefit to both the student and the community. I know a lot of teachers, including one of my Ds, and I’ve yet to talk to any, including guidance staff, who are as opposed to it as many of you seem to be. It really isn’t the huge burden that you think it is.</p>
<p>I do understand the concern about schools taking on many of the activities/responsibilities which many feel should be the family’s. In our school board, elementary students are required to take a course of swimming lessons over a ten week period, during school time. They’re bussed to the pools and supervised by teachers and parent volunteers. Same with skating in the winter, once a week outings to the local arenas, which often eat up much of a morning. I have heard some complaining over the years about these programs, always from parents, though, never from teachers. Looking back, though, I can’t say that any of it was time wasted. In the big scheme of things, it’s a drop in the bucket in terms of time in a school career. The community service hours are even a more minute drop. Similarly, with field trips or bringing speakers or artists, etc. into the schools, should those things only be the purview of the parent as well? I guess I’m not seeing a clear distinction here.</p>
<p>How these programs are run, I believe, is the key. It’s a provincial mandate here so boards of ed. are all given the same basic parameters, while developing a program which is best for the individual board. Perhaps one of the reasons it works here is that the schools are much more homogeneous than they would be in any given state.</p>