TheReview Wednesday, March 25,1992 — A13

GUIDING THE GIANT steps of Percherons Monty and Ray is
owner Mark McMillan of Central Saanich, preparing for next
sundays Horse Plowing Match which will be held at 1528
Stelly s Crossroad trom 10 a.m. to 4 p.m. A variety of activities
will be held during the day, which is organized by the
Vancouver Island’ Draft Horse Club: :

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Parkland’s 5-5-5 committee scores
with successful dispute resolution

by Eamonn Casey
The Review

A novel approach to tackling the
challenges and difficulties posed
by secondary school life has
enjoyed great success in its first
year at Parkland School.

_ After a parents’ association
meeting in February 1991, it was
decided to examine the potential
for staff, students and parents
“working in partnership” to
resolve issues in school life which
might otherwise affect goodwill
and learning.

The 5-5-5 Committee was bom
— compmising five members each
of students, parents and teaching
staff — as a forum to share
opinions, air grievances and work
towards mutually acceptable solu-
tions, said to Jan Roper, president
of Parkland Parents’ /Association
and joint coordinator of the trou-
ble-shooting 5-5-5 committee.

An independent moderator and
Parkland’s principal and vice-
puncipal, attending only as obser-
vers, complemented the commit-
tee. -
The first “hearing” dealt with
the cancellation of school dances
after incidents of students’ sub-
Stance abuse were discovered.

The issue evoked frank discus-
sion among the 15 volunteer com-
mittee members and brought the
scheme’s first success.

A mechanism was worked out
whereby school dances could pro-

-ceed once again, with students and

‘ their parents signing an unde-

tstanding that if guilty of sub-
stance abuse, students would be

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banned from school sports teams,
social activities and graduation.

After that initiative, proposed by
students, the committee sat three
more times during the year, tack-
ling the issues of conflict resolu-
tion, drop-outs and homework —
the latter proposed by teachers and
the other two by parents.

In the “drop-out” seminar, the
committee members — among
them five of the so-called “drop-
outs” — discovered strong opposi-
tion to the stigma of the term
drop-out, implying some kind of
failure, when for many of the
students involved it was a tempo-
Tary measure taken for any of a
number of reasons.

In fact, it was found that all five
student members of the committee
either had already or intended to
return to the education system.

In the conflict resolution meet-
ing, the group found that subject
area too broad and, after the dis-
cussion took a direction of its own,
resolving to hold another seminar
on the topic of self-esteem.

Having suggested the topic
themselves, teachers were some-
what surprised, and glad, to hear
that students felt they had little
access to teachers to discuss prob-
lems with homework. Now, moves
are afoot to look for ways in which
teachers and students can meet at a
suitable time and place to discuss
homework problems one-to-one.

The 5-5-5 Committee, while
being only a consultative group
and still having “some glitches to
work through,” according to
Roper, one of its prime movers, has
nonetheless generated a new air of

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cooperation that augurs well for
Parkland.

Enjoying the wholehearted sup-
port of the school administration
and Parkland counselor Anne
Mais, one of the joint coordinators,
it has resulted in even “meeting-
weary” teachers becoming enthu-
Siastic about working with stu-
dents and parents on problem-
solving.

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