Block Scheduling In Schools Analytical Essay

Block Scheduling In Schools
This investigation looks into the practice of block scheduling, or scheduling 2-period, 80 minute, classes, as is seen in the high school environment.
# 115878 | 1,318 words | 3 sources | APA | 2009 | US

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In this article, the writer explains that block scheduling is basically a time-based system of classroom management in the current teaching environment, which must be balanced against external factors such as standardized testing and school accountability measures, as well as against factors such as social fragmentation and silencing. The writer examines the block scheduling process in the ways in which it progresses through various steps based on standards that set the bar for student progress and development in schools. The essential steps that are a part of the block scheduling process, from this perspective, are based on the school being either equal to or greater than the national average in producing curricula that are able to meet standards in terms of results. The paper examines this issue generally as well as specifically in terms of certain expectations that are required in the disciplines for students at certain grade levels in high school, which in turn directly affects the classroom management process thorough block scheduling. The writer maintains that the role of the instructional leader is more and more about working with great facility and leadership skills on an effective team, respecting diversity and being able to implement new technologies into the classroom.

Function and Purpose
Advantages and Disadvantages

From the Paper:

"There are mixed strengths and weaknesses to block scheduling, just as people learn information in different ways. In terms of advantages, the standards are set in an effective blueprint for action on this type of scheduling, as it is being practiced already in many schools. But this should not be taken to mean that block scheduling and other classroom management methods should be likewise set in stone- different students learn in different ways, and even teaching a class for 45 minutes requires the teacher to reserve a certain degree of adaptability in presenting the material effectively. So one student placed in an 80 minute class may react quite differently than other student who would find it more or less useful than this first student. Students should also be free to apply the material learned in class using effective methods of their own during their own isolated time; effective teaching both sets and follows the standard, and different students learn at different rates according to ability."

Sample of Sources Used:

  • Kell, M (2009). Block scheduling cautions.
  • Main, Ivy (2000, February). Who's Afraid of Standards? Educational Leadership, pp. 73-74.
  • Vise, D (2005). Block schedule endures, results unclear. Washington Post.

Cite this Analytical Essay:

APA Format

Block Scheduling In Schools (2009, August 16) Retrieved April 18, 2021, from

MLA Format

"Block Scheduling In Schools" 16 August 2009. Web. 18 April. 2021. <>