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Is there some consistency and rationale to this expenditure of time? Is it fair that because of a particular teacher’s talents and inclinations, his or her class gets a great reading and writing program but practically nothing else? At the schoolwide level, it is imperative that we examine how time is apportioned throughout the day, […]

Over the years, what amount of a student’s time is spent learning what subjects?\ Is it fair that because of a particular teacher’s talents and inclinations, his or her class gets a great reading and writing program but practically nothing else? At the schoolwide level, it is imperative that we examine how time is apportioned

How might we decrease the amount of allocated time not devoted to instruction? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes;

Do the percentages match our priorities? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes; allocated fifth-grade reading time ranged from 51

How else is student time expended? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes; allocated fifth-grade reading time ranged from 51

What percentage of time in school is allocated and protected for in- struction? PART TWO | MANAGEMENT | TIME ers tend to have more direct control over the daily and weekly class schedule. For example, Caldwell, Huitt, and Graeber (1982) found that: Time actually allocated for fifth-grade math ranged from 18 minutes to 80 minutes;

Time Allocations in School T H E S K I L L F U L T E A C H E R 83 PART TWO | MANAGEMENT | TIME 2. Teacher instructional time is the amount of allocated time the teacher is actually engaged with students delivering instruction or actively monitoring learning experiences (versus doing

TIME AS A CONSTRUCT School effectiveness researchers over the past three decades have ranked time—and time-related instructional variables—either number one or number two on a list of eight to ten factors that are important to student achievement (Scheerens & Bosker, 1997; Berliner, 1990; Good & Brophy, 2000; Greenwood, 1991; Tindal & Parker, 1987; Marzano, 2000).

Seven Classroom Configuration Options: (1) Twos, (2) Circle, (3) Clusters, (4) Rows, (5) Perimeter, (6) “U”s, and (7) Center. Ten Classroom Space Recommendations: 1. Materials students use should be visibly stored and accessible. 2. Avoid dead space. 3. If needed, for reasons of safety or control, arrange space so the teacher can see all of

TEN RECOMMENDATIONS FOR USING SPACE The literature on the use of school space is sparse, and the research is even thin- ner. A series of interviews we conducted with teachers showed support for the following ten recommendations: 1. Materials students use should be visibly stored and accessible to facili- tate efficient getting out and putting