Roanoke Times
Copyright (c) 1995, Landmark Communications, Inc.
DATE: TUESDAY, June 27, 1995 TAG: 9506270040
SECTION: VIRGINIA PAGE: C-1 EDITION: METRO
SOURCE: JOEL TURNER STAFF WRITER
DATELINE: LENGTH: Medium
Up to 70 percent of discipline problems in high schools occur when there are a large number of students moving through hallways.
``When [students] have five minutes to get to their lockers, go to the bathroom and get a book, that is when they start pushing, punching, poking and hitting,'' said Robert Canady, a University of Virginia educator who's an expert in school scheduling.
The solution?
Reduce the total time students spend between classes.
Canady said that can be best done by switching to the ``block scheduling'' system, which allows students to spend more time in fewer classes each term.
Block scheduling is designed to improve students' academic achievement, but Canady's research has found that a reduction in discipline problems is an added benefit.
Franklin County will switch to a block schedule this fall, and Roanoke County is studying the idea. Roanoke and Pulaski County made the change two years ago.
Raymond Cunningham, a principal in the vocational education division, estimates that discipline problems have been reduced by an estimated 60 percent at Pulaski County High School since the switch to block scheduling.
``We used to have 1,600 students out in the hallways seven times a day. Now some change classes only three times a day,'' Cunningham said. ``It has worked quite well for us.''
Judy Felty, an assistant principal at Roanoke's Patrick Henry High School, said block scheduling also has reduced discipline problems there.
``We did a survey after the first year, and it showed that it did have an effect,'' Felty said. ``Overall, we have found block scheduling to be very helpful.''
The benefits of block scheduling are outlined in a new book co-written by Canady and Michael Rettig, education professor at James Madison University.
Canady said it can reduce the dropout rate, raise student achievement and improve teacher efficiency.
He predicts that most U.S. high schools will discard the traditional 50-minute class period within the next decade and switch to the longer classes. Canady now spends much of his time helping educators implement block scheduling in school districts across the nation.
Paul Strickler, director of instruction for Franklin County, said school officials are hoping there will be fewer behavioral problems with block scheduling, as Canady predicts.
``The most problems occur when students are in the hallways unsupervised,'' Strickler said. ``If we can reduce the amount of unsupervised time, we hope to reduce the student-management problems.''
Franklin County will adopt a 4/4 block schedule, with four 90-minute classes each day for one semester, and four new ones the second.
Strickler said it also should reduce wasted time from moving students around so many times each day.
Roanoke has an ``A/B'' block schedule that alternates daily, so students have three 105-minute classes one day, and three others the next day. The schedule has worked smoothly, school administrators said.
Felty said the longer periods are particularly beneficial in science courses with labs, music classes and others requiring more time.
More time in the classroom allows for extended, focused learning periods, Canady said.
``Science teachers have time to complete their labs, and students have time to enjoy a volleyball game during physical education and still have time to shower,'' he said.
Another advantage to block scheduling is that dropout rates appear to decline. With longer classes and shorter semesters, teachers get the most out of their instruction time, and students with academic problems do not get as discouraged if they can repeat classes during the school year, he said.
Canady said block scheduling can be particularly helpful in improving success rates in ninth grade, especially in algebra and English - courses with high failure rates.
by CNB