Promoting Your Program

"Journalism needs to be a big deal in your school and the only one who is going to make it a big deal is you," Alan Weintraut said during a session on Classroom Management. 

What can I say? He's right.

If we aren't excited about the publication(s) our students create and the work they accomplish, who will be? As smiles are infectious, so is enthusiasm.

Alan Weintraut shared copies of his student-produced 

publication, The A-Blast, with educators attending the

institute. Individuals purchased subscriptions to the 

newspaper, printed by the Washington Post at their

Springfield office.

A question asked by presenter and facilitator Sharon Bramlett-Solomon on the topic of diversity is how do we attract and keep a diverse mix of students interested in the journalism program.

Sharing insights to the topic of diversity, Sharon Bramlett-Solomon 

elaborates on the 3 E's: explication, expectation and evaluation. 

"If you want diversity," she said, "you will achieve it but you've got 

to be committed."

These two sessions could easily be viewed through a combined lens: students, truth, commitment and collaboration.

Every year we have an electives fair, inviting all students to the gym where students and their teachers/advisers have set up tables and displays during advisory time aka Scooper Time. Because the journalism program relies heavily on the creativity, drive and increasing skills of my students, they are in charge of how we attract students into the program. Other than assisting as needed, I step back and let them take charge.

When I started advising/teaching the program, there was a pre-requirement for students to enter the course, "B" average or better in all English classes. Although this expectation was conceived in the best possible interest of the program, it hindered students who could have benefited from learning skills and finding niches for themselves in a hands-on, student-led class, so we removed the dropped the requirement to a "C" average.

Last year, we "bent" the rules and let in an individual who contracted to be in the class. Success! She gained the confidence and skills needed to become successful in her other classes as well.

What I take away from these sessions is the need to be flexible and the desire to remain open to new situations. Will they all work out as well as the scenario shared? No. I'm not that naive. My rose-colored glasses have a few scratched areas, letting clear light through. However, I won't know until the time comes, which provides enough excitement for me.

As far as the tips, tricks and insights shared by Weintraut and Bramlett-Solomon, I am taking my notes back to my editors who will have a chance to help me implement/try them.

Tere Froelich
SBHS
Sturgis, SD