By Jessica Whitney ’16 | Staff Writer

For all students, getting back into the daily routine of school can be difficult, but even more so after a nine month break.

Having previously worked through Grosse Pointe North Independent Study and Grosse Pointe South Independent Study, Miranda Barry ’16 and Julieann Cacia ’16 are both returning to public school this fall at South.

“At first, since I’ve been out for a while, I forgot what it was like to be in (public) school.” said Barry. “But it’s like learning how to ride a bike; at first it’s wobbly but then you get the hang of it.”

Homeschooled from February to June 2013 of her freshman year, which would have been at North, Barry said she didn’t feel she had a choice of whether or not to go back to public schooling.

“Independent study is only allowed for a certain amount of months unless you are seriously disabled,” said Barry.

Since she was only taking a break from North, she would have to go back to public school for the 2013-2014 year, Barry said. Her only options were attending North again or starting fresh at South this fall.

“I decided to attend South because it’s a better environment,” said Barry. “North wasn’t compatible with me.”

On the contrary, Cacia had previously attended South, she said. She was homeschooled from January to June of 2013 until she willingly decided to return to South this fall.

“I’ve been to South before and felt it was time to go back,” said Cacia.

Both Barry and Cacia said there are good sides and bad sides to public schooling.

“Being in (public) school takes more time with lunch, class times, and transitioning,” said Barry. “At home it was all at my own pace.”

Independent study only took up half of a normal public school day, as it is only about three to four hours compared to eight, Barry said.

Barry said the biggest advantage of an independent study is that it gives students the durability of working whenever the student wants.

“Some days I would be busy and not be able to do my work,” said Barry. “I could just double up the work I missed the next day with no penalty.”

Managing her own schedule for so long might make the transition more difficult, said Barry.

“I’m not excited to wake up early,” said Barry. “At home I was on my own schedule and could wake (up) when I wanted.”

Nervous about the timeliness of assignment due dates, Barry said having a certain time to turn in work by and following a strict schedule is not something she is accustomed to.

For Cacia, most of her work was done independently; she didn’t have the advantage of having others around her to help her solve problems.

“In (public) school a teacher is always there available to talk to you directly, and give you exact directions,” said Barry.

Both Barry and Cacia had a tutor come once a week to their homes for 1 or 2 hours. Cacia was tutored by South’s mathematics teacher, Jenna Kuess. Who said she volunteered to help tutor Cacia through the counselor’s office.

Kuess would go to Cacia’s home once a week for about 2 hours, she said. She helped Cacia with all the subjects she was working on, not just math.

“It was nice to have her (Kuess) there, but it’s not the same as a teacher specialized in the subject you’re learning,” said Cacia.

Kuess believes transitioning for Barry and Cacia won’t be very difficult, she said. Independent study taught the same curriculum as South, meaning they won’t be behind in their classes.

“It might be a little hard to see everyone, but they’ve been here (at South) before,” said Kuess.

On the other hand, both Barry and Carcia are excited to be able to interact with other students at school, they said.

“My work only took about three hours so after that I was bored by myself,” said Cacia. “I’m excited to see my friends everyday; it’s fun.”