MHS introduced block scheduling this semester to adapt to distance learning. Students attend fewer periods each day for longer periods of time, and different classes alternate between days. While some students criticized the block schedule at first, raising issues about classes being too long and there being too much time before attending the same class again, block scheduling is actually a better system than the traditional six-period schedule, especially during these unprecedented times caused by the pandemic.
Although there are downsides to block scheduling, it also has clear benefits. One significant factor is that block scheduling allows teachers to go more in-depth on material during the longer class period. In a traditional six-period schedule, teachers realistically only get around forty to forty-five minutes for instruction, which would have been further reduced during distance learning because students need extra time to connect to the class conference call and resolve technical issues. By the time teachers finish instruction, there would be barely any time remaining to answer questions, let alone start on guided practice. In a block schedule, students have more time to process information and ask for clarification. Having fewer courses in a single day means students are able to focus and learn a day’s worth of information better.
Furthermore, the extra time before attending the same class again in block scheduling is an advantage, for both teachers and students. Students have more time to do their homework, and teachers have more time to grade and return it. This extra time can also allow for bigger projects, which can be more engaging than daily assignments.
The pace of school also slows down as a result of block scheduling. The intended use of block scheduling is to reduce students’ stress, and having a more flexible homework load helps students relax at night and go to bed earlier. Sleep deprivation and anxiety are common issues for high schoolers, and block scheduling alleviates both by making students’ workload more manageable. It is easier for students to space out work instead of staying up late every day finishing assignments for all of their classes, and having most of Wednesday to catch up on assignments instead of attending classes is helpful as well.
On the other hand, with block scheduling, teachers only see students twice per week. Compared to a traditional six-period schedule, there is much less continuity in a block schedule. There is an extra day of delay before coming back to the same subject. This time gap can be a jarring change, especially for students used to a conventional schedule. And if a student misses a block class, they are missing the equivalent of two regular classes. In addition, some teachers, especially those teaching Honors or Advanced Placement (AP) courses, may feel the need to speed up the curriculum to make up for the fewer days to teach it. This can result in lessons becoming overwhelming for students to digest in a single course period while also trying to listen to the lecture, learn the material, and take notes. This is also especially straining during online learning where students are looking at a computer screen for an entire ninety minutes.
However, many of the aforementioned difficulties stem from the suddenness of the change. As both teachers and students adapt to the new situation, distance learning will become easier to handle. For example, many teachers give students short breaks during the lesson. Students can turn off their webcam and microphone to stand up and stretch, or just take their eyes off the screen for a valuable few minutes to reduce the strain on them. This simple practice reduces screen fatigue and allows students to stay more focused during the lesson. In addition, while the lessons for some classes may seem overwhelming, especially for more advanced courses, there is also more time to digest them between classes and to reach out to the teacher for help. On Wednesdays, after the short advisory period, students can work on whatever they need to in order to stay on track for the week.
Furthermore, although some classes may have overwhelming workloads, MHS teachers and staff offer support. Many teachers are understanding and grant extensions, and offer office hours after the Wednesday advisory period. Students can also schedule appointments for more individualized instruction when necessary. For mental health-related guidance, it is easy to make an appointment with a counselor on the MHS counseling website.
The novelty of block scheduling makes the downsides stand out more as many people, especially upperclassmen and veteran teachers, are used to a traditional schedule. But as both students and teachers adapt to the block schedule, the upsides of this system may start to be more apparent and appreciated. Additionally, this change to the school schedule could continue into next semester and possibly beyond that, even when in-person school resumes.
Distance learning has been tough for everyone—students and teachers alike. The extra flexibility given by the block schedule helps everyone adapt to learning from home. While classes may seem hectic and unorganized now, no system is without its flaws, and the benefits of a block schedule, such as the slower pace, outweigh its downsides.