APS Block Schedule - 90 minute core classes

[Anonymous]

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Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

[Anonymous]

Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Are you being coy about 83 min vs 90 min?? Both are too freaking long.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

How do they manage it at HBW???! Are teachers fleeing that school??

Maybe it's smaller with fewer kids, so less extra stuff to do? I don't know if they are fleeing.

No they should have same class size, so they manage and the other schools should follow the suit

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Gunston has 90 mim blocks (for ex: period 1 is 750-920)

Does Gunston not have TA or study hall?

It does. But it also has 90 minute periods

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

I don't think "we" recognized that. I think that is your opinion. Are you a teacher?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Gunston has 90 mim blocks (for ex: period 1 is 750-920)

Does Gunston not have TA or study hall?

It does. But it also has 90 minute periods

Are you sure that’s the bell schedule this year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

All sorts of classroom work - even in non-block schedules - is independent.

Do you actually have kids in APS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

Just like non-mod classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

I don't think "we" recognized that. I think that is your opinion. Are you a teacher?

It doesn’t sound like PP has kids in APS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

All sorts of classroom work - even in non-block schedules - is independent.

Do you actually have kids in APS?

I have kids in 5th grade, and we already spent a lot of time on DreamBox in class, but I thought middle school would be less remedial and spend more time instruction and distraction. It’s not like teacher is reading what they are working on in class, so what give up interactive time??

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

All sorts of classroom work - even in non-block schedules - is independent.

Do you actually have kids in APS?

I have kids in 5th grade, and we already spent a lot of time on DreamBox in class, but I thought middle school would be less remedial and spend more time instruction and distraction. It’s not like teacher is reading what they are working on in class, so what give up interactive time??

Instruction and discussion not distraction

[Anonymous]

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Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Gunston has 90 mim blocks (for ex: period 1 is 750-920)

Does Gunston not have TA or study hall?

It does. But it also has 90 minute periods

Are you sure that’s the bell schedule this year?

That is the bell schedule my kid brought home. Why so much skepticism? Do you have kids there who have a different schedule?

[Anonymous]

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Gunston has 90 mim blocks (for ex: period 1 is 750-920)

Does Gunston not have TA or study hall?

It does. But it also has 90 minute periods

Are you sure that’s the bell schedule this year?

That is the bell schedule my kid brought home. Why so much skepticism? Do you have kids there who have a different schedule?

I’m surprised that MSs with the same general schedules have different bell schedules.

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Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

And then we recognized that independent work could be done at home and time in class can be done for instruction or at least interactive work (teacher should be putting together group projects and go around the room mentoring them every block for example — not individual work they can complete at home since we aren’t even reaching max homework time)

All sorts of classroom work - even in non-block schedules - is independent.

Do you actually have kids in APS?

I have kids in 5th grade, and we already spent a lot of time on DreamBox in class, but I thought middle school would be less remedial and spend more time instruction and distraction. It’s not like teacher is reading what they are working on in class, so what give up interactive time??

There is a ton of Covid learning loss to catch up on. We went private to avoid this.