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The daily Compass study hall block takes place from 12:15-12:45 pm. It is intended to provide a dedicated 30-minute block for students to complete homework, receive academic support, or engage in quiet independent work. This study hall time also coincides with the lunch period for band and chorus students, creating an imbalance in available support and work time for those students. 

I observed consistent patterns in student engagement during our Compass block: approximately half the students arrive with substantial workloads and actively seek assistance, while the other half—often my advanced math students—have minimal assignments and limited productive outlets. I frequently found myself facing long lines and a bottleneck of struggling, frustrated students waiting for one-on-one support, while the advanced students sat idly, underutilizing their skills and time. This consumed valuable student work time and limited my ability to support everyone effectively.

Recognizing an opportunity, I paired one advanced math student with a struggling 8th-grader who needed support in core concepts. The results were immediate and positive: the struggling student gained clarity through relatable explanations, and the advanced student practiced articulating mathematical reasoning—a critical skill often underdeveloped in high-achieving learners who focus primarily on computation.

To reinforce this success, I contacted the advanced student's parents with a positive phone call, thanking them for their child's contributions and explaining how tutoring enhances deeper understanding by requiring students to justify "why" behind procedures, not just "how" to solve problems. This parental outreach not only celebrated the student's efforts but also highlighted the program's educational value.

Several other advanced math students approached me, asking if they could participate in Compass tutoring in exchange for their own positive phone calls home. I enthusiastically agreed, expanding pairings to include more 8th-graders seeking help. Demand grew organically: additional struggling students requested tutoring sessions, and band and chorus members—who normally eat lunch during this block—asked to bring working lunches into my room to either receive or provide assistance. I welcomed these requests, accommodating "working lunches" to ensure inclusivity.

What began as a small experiment has since evolved into a thriving, student-driven program that benefits all participants, fosters a collaborative classroom culture, and maximizes the potential of the Compass block. Today, Compass in my classroom routinely hosts about 20 students. This includes tutors (primarily advanced math students), tutees (struggling learners from various math levels), and band/chorus participants opting for academic support over traditional lunch. Sessions are structured yet flexible: pairs or small groups work at desks or whiteboards, while I circulate to guide, monitor progress, and intervene as needed. Positive phone calls home remain a key incentive, now extended to all participating tutors.

The peer tutoring program has yielded measurable benefits for all involved, transforming Compass from a potentially underutilized period into a hub of active learning.

• For Struggling Students: Personalized, peer-level explanations demystify complex topics, building confidence and independence. Many tutees report improved homework completion rates and better grasp of foundational skills, reducing reliance on teacher-only support.

• For Advanced Students: Tutors develop essential communication and leadership skills. Explaining concepts reinforces their own mastery—education research consistently shows that teaching others solidifies understanding—and prepares them for future roles in collaborative environments.

• For the Classroom and Teacher: The program allows me to focus on higher-level interventions and planning. It eliminates long lines of students waiting for help, making time usage more efficient. The energetic, supportive atmosphere has boosted overall morale.

• Inclusivity Across Schedules: Accommodating band and chorus students with working lunches ensures no group is excluded, promoting equity and demonstrating the block's flexibility.

Parental feedback has been overwhelmingly positive, with families appreciating the recognition of their child's altruism and the real-world skill-building involved.  The peer tutoring initiative during Compass has proven to be a high-impact enhancement to our school's support systems. Starting with one pair, it has grown to engage 20 students daily, fostering academic growth, empathy, and community. This model leverages existing student talents and scheduling to address common study hall inefficiencies.

This year, Voyager 7th and 8th graders will hold an auction to raise money for a charity.  Donate gently used items of all kinds and for all ages to our charity auction.  Donations of baked goods to auction off will also be welcomed.  Students will have the chance to bid on these items as holiday gifts for friends and family.  Bidding will go up to $3 per item.  If there is a tie between bidders, we will draw names.  The money will be donated to a charity of the students’ choice.  This is a great opportunity for students to both give to the community and to be able to give gifts to family and friends. 

The Chess tournament starts on Monday the 8th with 59 students vying for the title of Vergennes Middle School Chess Champion!

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