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Re: Restructuring Time for Math Class
Posted:
Apr 27, 1995 5:40 PM
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Well, a high school education has long been something of a classical object,
so that the slightest change constitutes a revolution.
Eight years ago, our high school changed from 40 minute periods to 55 minute
periods--something less than the change you contemplate. It was tough at
first, but virtually everyone got used to it.
From my own experience, I can tell you that it easier to lengthen the class
periods for high-ability students (we group by ability [whatever that means]
and are proud of it). These kids can learn in almost any environment, and
at least going from 40 to 55 minutes was, for traditional teachers, merely a
change in bookkeeping--when you ended one lesson and began another. As for
me, I felt that the extra time was a great luxury and could use a less
formal teaching style, more natural to me, than I could earlier.
Middle range classes also went well, with the exception of Regents classes.
In New York State certain curricula are driven by exams set and graded in
Albany, and here the time element is critical. We have stopped giving
certain Regents exams--which I see as a constructive step. Time to get used
to this: about 3-4 years.
The difficulty, for everyone, was in the lowest ability classes. For some of
these kids, concentrating on math for more than 1/2 hour is very difficult,
and longer periods mean more wasted time. On the other hand, of course, you
can do may alternative-type things with these kids in a long period. Still,
the greatest change occurs here. I took over many of these classes exactly
because others couldn't, or didn't want to, change their styles to
accommodate the longer time. So I have to say that many of my colleagues
have never adjusted to the longer (by 15 minutes!) periods.
Finally, I must make a comment on my experience with scheduling. I don't
know how it's being done in your school, but in ours it was done from the top
down. Many reformers, including some in my own school, see changing the
schedule as a way of twisting teachers' arms to try something new. I think
this is unprofessional, and an abuse of the role of educational leadership.
It always backfires, except that the person advocating a new schedule gets
to put it on his/her resume, as another achievement of their innovative
leadership.
Beware the opportunist and careerist. He or she does not have the best
interests of your school or your students at heart.
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