APS Block Schedule - 90 minute core classes

[Anonymous]

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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.

[Anonymous]

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Anonymous wrote:I think HB tried out the block system and kids voted to go back to traditional.

WTAF?!!?! HB is the only APS school without block scheduling?????

They have 50-min. blocks but each class only meets 4x/week.

Exactly. The 90 minute classes are BS. Teachers don’t have the time energy to build those project based lessons that would use 90 minutes, so end up doing 45 minute typical period lecture, and then de facto study hall for remainder of block. Kids and teacher just don’t have stamina for multiple 90 minute classes.

HBW is running just like my neighbors private school, 50 minute periods but 4x week. What a weird coincidence.

My high school has 50ish minute blocks 4 days a week. It was great. Gave you a little more time with each class and also gave you one night off from homework for each class. It is frustrating HBW is able to keep to that and the other schools have to switch.

Public education is just nuts, so much chasing trends with little supporting data

I think Block scheduling let’s teacher work a little less (instead of 2 days of lectures, it’s 1 lecture and study hall), and maybe saves county money someway but that I’m less sure about.

From what my kids have said I don't think it's a "study hall" as kids get older. It can be used for group work, discussions, more active learning, etc. Probably easier to have continuity of thought with a longer "teach" portion. Not so chopped up over the week.

+1
Some classes, like math, may be better suited for every day; but as others have mentioned, others benefit from the long blocks. Science labs, music and arts; and I think class discussions in other subjects like English and even history would be better with more time to really delve into ideas and thoughts. Of course, kids actually reading a whole novel would facilitate better literary discussions, too....

My kids definitely benefitted from the longer periods and the every-other-day schedule. I noticed the impact most when DD was in AP World History in 9th grade. She happened to have it scheduled in the daily shorter period while her BFF was in the every-other-day long block. They were both very good students but DD really struggled with it and found it exhausting to never have a break vs. her friend who benefitted from the longer stretches for discussion and feedback plus having two days to get homework done instead of having something due every day (BFF's mom is a good friend of mine so we compared experiences). I do wish they were thoughtful about which classes were able to be scheduled in that daily class. I think sciences are not scheduled then (because of labs) but those AP History classes do better IMO in the longer blocks.

I did block schedules 20+ years ago when I was in high school and much preferred it back then.

I don't know about middle school, though, since kids probably have shorter attention spans, especially in 6th just coming out of elementary.

We switched to block schedule 20 years ago, and hated it and they switched back to periods after we graduated. We all have our anecdotes, but what I do know is that right now in middle school kids have a LOT of idle time in second half of every block, oh, sorry, classwork time.

[Anonymous]

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.

Why do you think kids get LESS instructional time with a block schedule?

With a mod schedule in MS, they spend less time changing classes (+4 minutes x 3 changes), less time getting settled & warming up in each classroom (+5 min x 3 classes), and less time reviewing at the end of a class (+2 x 3 classes).

So by only having 4 classes per day instead of seven, they are adding 33+ minutes of meaningful time in class.

Look at the compressed “anchor day” schedule - they have very little time in each class. 46 min.

And whether it’s mod or not, they still have in-class writing assignments, classwork, group work, etc.

How old are your kids? Have they actually been in an APS school with a mod schedule yet?

[Anonymous]

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

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

NP. Just chiming in to say that, yes, my 6th grader in pre-algebra is going to take the 8th grade SOL at the end of 6th grade. The teacher told us this on back to school night. I was surprised but I guess it's one way to confirm they are ready for algebra in 7th grade.

[Anonymous]

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.

[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:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf
DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

I was told the pre-algebra kids do.

You got bad information. Most APS 8th graders take algebra or geometry in 8th grade. Only those who are effectively on a remedial math track take pre-algebra in 8th grade.

Yes, exactly. Pre-algebra is only one year. If you stretched out Math 6, 7, 8 over three years, it would be remedial and very slow. That's why it's not the same as saying "three years worth of math in one year." Normal course is algebra in 8th.

No, "normal" is pre-algebra in 8th. Advanced is algebra in 8th. Algebra is a high school course. That's why they get high school credit for it if they pass it in middle school - whatever year they take it.
"Stretching out Math 6, 7,8 over three years" is called taking grade level math each year. There's nothing "remedial" about that.

Then what is the difference between taking Math 8 vs. pre-algebra in 8th?

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf

If you are doing Math 6, then Math 7, then pre-algebra over three years, then that is the slowest track. If you are in that track, even if it is not technically called "remedial," you are in there with kids who are behind and may well be remedial.

[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: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?

[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: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??

[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: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.

[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: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?

[Anonymous]

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

[Anonymous]

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)

[Anonymous]

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?

[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: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.