When Ms. Zeller presented the new schedule to the Upper School last spring, I can’t say that I was happy, or even content, with it. The disappearance of Clark and Webster blocks, ending at 3:30 every single day, and longer blocks in general were just some of the reasons why I thought this schedule would be inefficient and impractical. After living through a full year of it, I can’t say that my opinions have changed.
Let’s start with the disappearance of Clarks and Websters. Though they might have seemed confusing to a parent, these blocks allowed students to fill their schedules with more classes. They also gave students time during the day to hang out with their friends, go off-campus, and meet with teachers. Though the first two aren’t essential, meeting with teachers has become a nightmare with the new schedule. I don’t know who thought a 20 minute block for all students to meet with their teachers would be enough time. It’s gotten so bad that when I’m rushing from graderoom or Civic Lab to meet my teacher, and there’s more than two people ahead of me, I just leave. The disappearance of these blocks have made conference and lunch my only free times throughout the day because I’m in Cabinet. However, last year I was taking all six letter classes, Stagecraft, and I was in Cabinet, yet I still had a two hour break on Tuesdays and a one hour break on Thursdays.
Moving on, I know this is an unpopular opinion, but I hate ending the day at 3:30. I would much rather start the day at 8:00 and be out of class by 2:45 everyday. However, I know many people enjoy the late start, so I think an ideal solution would be to alternate when the Arts Ensemble block is throughout the cycle—perhaps every odd day Arts Ensemble could be in the afternoon.
Now let’s talk about the lunch meeting epidemic. Why are so many of my lunches being used for meetings? Especially at the beginning of the year when FWPMUN was happening, I would be in more meetings than with my friends during that 30 minute lunch period—which is really 20 minutes when you factor in the cafeteria lines and passing periods. I get that this is partly due to my involvement. I can’t say that there is much other time for clubs or meetings to take place. A letter that went to families last school year about the new schedule stated that the new schedule will “deepen student capacity to engage in the school’s community life,” yet I have felt the opposite effects from this new schedule.
Flex blocks are also another piece of the new schedule that no teacher can seem to get down. I have had numerous tests, homework due, and just normal class during flex blocks throughout the entire year. The only two teachers who I think use the flex block properly are Mr. Mahany who uses it to do essay revisions and Mr. Schaldenbrand who just cancels flex all together. To most teachers though, the word “flex” holds no weight, and they just carry on as if it was never there.
However, let’s move on to something positive. One of the aspects I loved about the new schedule, which I don’t think anyone agrees with, was the Synthesis Cycle. Genuinely, I have never had a less stressful finals week because of it. Every class just felt like it was having a project rather than a summative assignment. Even my math final, which was a huge test, felt less stressful because my teacher was forced to split it into two sections, which allowed me to only have to study for two or three units at a time.
One cycle, though, is not enough for me to love this new schedule—or even like it. It is inconvenient if you want to take as many classes as possible, doesn’t provide adequate time for clubs to meet, and parts of it just seem unnecessary—like the 75-minute block in the morning. I do understand that this new schedule was meant to streamline all of the school’s divisions—which it probably has done but I don’t spend any time with other divisions so I wouldn’t know, but as an Upper Schooler, the new schedule has proven itself as anything but efficient.
