Referring to Jerry's reply on block scheduling: I have to agree with Woody.
Teachers need taught how to teach a little different. There is also a
variety of ways to run block scheduling. My husband is a HS Math teacher and
now does lots of labs to teach the math and show how applicable it is to
life. Learn life and math. My friend Mary teaches social studies and does
projects, she does not lecture much anymore, she facilitates and guess what?
Our standardized test scores are going up. Of course that is another can of
worms, lets not open it.
My new slogan:
Above average standard test scores
Above average teachers
Below average pay
6th, 7th Art and 8th grade Art Tech
Mitchell Public Schools
From: Woody Duncan [mailto:firstname.lastname@example.org]
Sent: Thursday, September 06, 2001 9:59 PM
To: ArtsEdNet Talk
Subject: Re: Planning time / Block
When a Block is not a Block:
Jerry Vilenski wrote:
> I teach at the elementary level, and we have the day divided into 40
40 minutes is a block of time but hardly a block schedule.
> At secondary level, I would welcome 90 minute classes. Problem is, only
classes like ours, lab-type > classes such as shop, chemistry, art, music,
drama, dance, etc., would really benifit from the extra > uninterrupted
time. I would suggest that creeping through a 90 minute geography class
would be > sheer hell for both the teacher and the student! I personally
know several teachers that can
> barely hold a 50 minute class together, let alone a 90 minute class!
Teachers need training to learn to teach differently, if they just do
more of the same
but do it longer it will just be a longer bore.
Just my opinion, I teach 42 minute classes. If we go to a block schedule
we get a year to prepare for it properly.
Woody in KC