- March 10, 2018 at 8:06 PM #46320
Do you routinely plan to have your spring or Christmas programs just before a break (spring break or Christmas break), or do you shy away from that in order to avoid having several families leave early on vacation and thus pull out their children? Although as a teacher I prefer having the program be the climax and then go into vacation mode, I hear some parents commenting that they wish we would have the program a week ahead since it dictates some families travel plans. What are pros and cons?
- March 10, 2018 at 8:27 PM #46322
We usually have a week or two between our Christmas program and break. I prefer some time between the program and vacation to complete other activities with the students before break.
- March 14, 2018 at 4:02 PM #46392
Typically we have a half day of school (12:00 dismissal) between the program and vacation. The majority of that day consists of class Christmas parties. It’s nice to celebrate a successful program, have fun together without worrying about an upcoming program, all the while knowing that vacation is essentially here.
- March 16, 2018 at 1:01 PM #46422
Interesting question. Our programs are separated from our breaks by a week or two. At Christmas, especially, I think it helps spread the busyness out a bit. On the other hand, I must say that if families are going to leave for vacation early, I’d rather have students miss programs than classes.
- March 16, 2018 at 9:45 PM #46433
Our program is in the spring and is not connected with breaks. I’m not sure how I’d feel about it if it was, but I’m thinking that having a program, then a week of school, then a week of vacation, sounds like several weeks of non-productive students. Since we don’t have the break to look forward to (our programs are on a Friday evening) we come back to school on Monday ready for normal schedules again.
- May 22, 2018 at 2:08 PM #48382
Our program is in early April, featuring samples of what students learned during the year. It intentionally selects material from across the curriculum.
It typically opens with an all-school song or two; then the presentations progress through the age levels. Offerings come from any subject, many of them integrated.
For example, this year the upper elementary introduced us to rain forests by reading poems they wrote about rainforest animals while we viewed a three-D paper cut-out layered display of a rainforest. Another elementary group demonstrated the operation of an electric circuit. The Spanish class presented a story in Spanish. Junior high introduced us to the bones of the skeleton. High schoolers reviewed some of the dialogues of the Book of Job and presented an illustrative modern-day Job scenario. The program also included some integrated songs and recitations. Often presentations tie loosely to an overall theme–this year it was on the Body of Christ.
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