In response to the post, Master Schedule, a reader writes”
“I think the effectiveness of any schedule depends on the strength of the classroom teachers to adapt and make the most out of every minute. I am at a middle school, and block scheduling is not good for these hyper-active kids. They need to move around, and a change of scenery works at this age. However, there is no cure all. Teachers need to be effective the entire period of instruction whether it is 50 minutes or 90 minutes. That is where we come in. Whatever my principal implements it is my job to support him, charge on, and be successful. Adapt, overcome, improvise, the Marine Corps way!”
As I stated in my post, no schedule is “the solution,” but it can be the problem. The key is to build a schedule that maximizes instructional time and student success. There is no perfect schedule, but I think a lot of schools become penny wise and pound foolish. They want to get in a bunch of classes to meet district and state mandates but ignore the impact of that decision on the overall quality of instruction.
That being said, the reader is right in his statement on the need for teachers to use every available instructional minute. And he hit the nail square on the head when he states that it is his job is to run full speed and support the current schedule 100%. A bad plan aggressively executed will trump the unsupported perfect plan.
Think. Work. Achieve.
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