This month, a committee composed of Aragon administrators met and decided that the current modified block schedule will continue to be used for the 2013-2014 school year.
Throughout the year, students and faculty have continued to assess the changes caused by Aragon’s modified block schedule. The transition from a five-day, seven-period schedule to block days on Wednesday and Thursday reflects teacher pleas for continuous instruction and allots extra homework time for students. In addition to arriving and leaving school ten minutes later than last year, students have been given early dismissal on Thursdays, as well as access to teacher office hours on Wednesdays.
Over the course of the year, the block schedule has given some teachers the ability to create more effective lesson plans. Says Spanish teacher Luisa Hardy, “[The block schedule] has given me an opportunity to be more cohesive with my planning. I plan for only four days instead of five. It has helped me be more organized with how I present the learning material.”
Although block classes are meant to encourage cohesive instruction, the effects of the longer periods on students can be detrimental to their ability to learn. Says sophomore Jeffrey Lo, “Block days make me more drowsy, tired or unconfident. I don’t feel comfortable in class if I’m not confident. Sitting in one place for so long causes this.” Freshman Ken Preiser adds, “I think students have some kind of limit to the time that they can be attentive, so after an hour of class, we just get drowsy.”
Teachers notice the effects on students as well. Says Hardy, “I realize that some students are tired, but the block day gives an opportunity to go into the subject with more depth. This also motivates me to be more diverse with the classroom activities and lesson plans. Doing activities like games or [having] class outside breaks the monotony of the week, and it’s better than going to the same classes five times a week.”
The modified block was implemented particularly to assist science labs and other periods of long instruction. “It gives us more time,” says science teacher Arron Apperson, “The block schedule allows us to talk about the lab on the same day as we conduct it, so the students receive more context about what they are doing.”
Teacher Rich Serrao fills the block periods by splitting up topics and lesson plans. Says Serrao, “We’ve learned how to combine similar topics, but sometimes we have to teach a mixture of lessons. You can’t try to lecture for an hour and a half. People will hate it. We try to have one topic, then in-class work, and so on.”
Sitting in one place for a prolonged amount of time raises questions about student health. According to the Oxford Journal of Epidemiology, limiting time spent sitting can reduce obesity rates and prevent premature death, regardless of physical activity.
Says Hardy, “In my class I can plan better activities for students, like getting up or going outside. I don’t think anything is more important than our students’ health.” Adds sophomore Gabby Bermudez, “I agree that sitting for a long time can be bad for your health. It seems that the longer I sit, the more sluggish I feel, and it really hinders my performance in other classes.”
The 15-minute “office hours” period implemented on Wednesdays has received particular scrutiny among critics, since some teachers and students view the period as an extended lunch.
Says sophomore David Traver, “Mostly, I use office hours to hang out with my friends, but it’s nice to have an occasional opportunity to talk to my teachers.” Adds sophomore Elena Ralls, “Office hours are great for catching up with a teacher if you missed a day of school or left early because of a sport.”
Extracurricular activities and sports have also been affected by the schedule change. Junior Erik Harden says, “On Thursdays, when students get out early, they get to their sports practice earlier and come back home earlier than on regular days. This [gives] them a little more breathing room for the usual eventful Fridays that are filled with quizzes and tests.”
After the changes brought by the modified block, several students note ways that the schedule could be improved. Says Bermudez, “The block schedule should remain the same, but with a few changes. There should be a break halfway between each block period so that every 84-minute period has a five to ten minute break.” Lo agrees, “I think there should be a longer break in between block periods. An extra three or four minutes would be better.”
Some Aragon faculty criticize the modified schedule as well. “We should have a full block every other day instead of seven periods,” says Serrao. “Either you do it or you don’t.”
Other students and faculty agree that the modified block schedule has been a positive learning experience. Says Bermudez, “I wouldn’t go back to the original schedule. I like seeing my teachers only four times a week.” Harden agrees, “I would not go back to the original schedule. The previous late start schedule does not compare to the block schedule. The extra sleep we got was okay, but getting out of school a couple hours early [on Thursdays] helps you get through a stressful day knowing you have plenty of time to study and do homework.”
Concludes Hardy, “I’m pleased. I like the schedule. It’s been a good year for trying something new.”
