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Blocks


It becomes a more hands-on active environment where students interact with each other as well as the teacher. Problem solving and proving they have gained the new knowledge comes into play.
             Critics of block scheduling state that lack of data about the results, faculty resistance to longer classes, and the challenge of keeping the students engaged for longer periods of time, staffing issues, and a general slowness in changing educational trends (Hackmann, 2003). The reluctance of certain teachers to change from the traditional lecture style for an entire class period to lecture mixed teacher and student interaction is a major concern for the block scheduling style. The educational method may have change, but the teacher is stuck in a traditional mode. This is a cause for concern among school administrators. Also the administrators must provide more time for staff development, is this is not provided then the instructional time may not fit the class time.
             The up side to block scheduling is it increases the amount of time students spend in quality learning situations. It encourages the use of a variety of instruction models and more in-depth exploration of a topic. It also helps to lower discipline problems, while accommodating different learning needs. Lastly, block scheduling improves the school environment and decreases stress on teachers and students. .
             The key to a teacher's success in a block schedule setting is following five steps in managing a classroom according to Prentice Hall's "How to manage instruction in the block (Fleming, 1998, P. 6-11):.
            
             • Step 1 - Preparing Yourself.
             o Develop lesson plans that help identify the materials needed to adapt to the flow of block scheduling.
             o Develop pacing guide to help keep on track for curriculum goals and expectations.
             o Develop "Activity Calendar" that keeps both teacher and students on track. (Distribute every two weeks).


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