#BTColumn – Construction of Timetable

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By Wayne Campbell

“A timetable is said to be the second clock. It shows the hours during which school work is done, what work is to be done during each period of the school day.”- Mohiyuddin

Timetabling is the objective coordination of human resources, courses and physical space, within a specific period of time. The primary objective of a timetable is the provision for suitable and varied learning experiences for all pupils, regardless of their socio-economic backgrounds or any other social indicator.

The construction of a school’s timetable is often contentious and viewed by some as a punitive measure toward selective teachers. Unfortunately, when the timetablers take such an approach, the students invariably will suffer and, by extension, the school.

Simply put, a school timetable is a plan or the navigational map in an educational institution showing the daily allotment of time among a myriad of subjects, activities and classes. A timetable can be viewed as a mirror that reflects an entire educational programme. The timetable also speaks to the projected path of the educational institution and the administration of the same. The timetable determines how the time, the facilities and resources of the school will be allocated among various users in order to achieve the school’s philosophy.

In order to arrive at an educationally sound timetable, the needs of the pupils must be the overarching tenet upon which the timetable’s construction is grounded. Each school is unique and therefore a one size approach is counterproductive when engaging in such an important activity. For example, in traditional grammar schools, it is customary to have double sessions lasting 80 minutes. However, this time might not be appropriate for another educational institution, and therefore, as educators, we must respond to the needs and aptitudes of our students. The creation and execution of an educational sound timetable forms a critical part of the management process of any school and therefore should not be taken lightly.

Importance of timetable

A school’s timetable is unquestionably a constructive and interactive tool. A timetable is important for the following reasons:

Curriculum organization: A school timetable has defined session lengths. It also has specific subjects for each period. Hence, it allows administrators to distribute enough resources to most curriculum segments. The organization of a good timetable is such that core subjects are scheduled for the best times. It is unwise to have subjects such as English Language for the last session of the day.

Student organization: A timetable informs students about the time of class sessions. It also lets them know the duration of each class period. Without a school timetable, the students will not be able to prepare properly.

Reducing confusion: A good school timetable reduces confusion for stakeholders. A school’s timetable facilitates both teachers and students to properly make their routines. A good timetable is a critical tool in the arsenal for maintaining discipline in schools.

Critical routines: Above all, the most important reason is developing a routine. This routine is for all students and staff. Teachers must develop routines for students. Administrators must describe when and where students go for class. Also, administrators should tell which teacher will teach what class.

Types of timetable

Consolidated timetable: It is an integrated timetable of all classes in a school. A copy of it should be in the principal’s office and staff room.

Class-wise timetable: This tells which class is at which time. It also tells which teacher will teach what class.

Teacher-wise timetable: This is useful for the teachers. It tells where a teacher will be going to teach and what subject. Each teacher must have a copy of the concerned timetable.

Teachers Free Period timetable: A copy of this is available at the principal’s office. The principal can use this to arrange for substitution when a teacher is absent.

Basic and common sense principles

A number of principles must be at the core regarding the preparation of an educationally proof timetable.

Educators first need to identify whether the institution is a single-sex school or co-educational, rural or urban, secondary or primary. Additionally, as educators, we should determine the nature of activities involved in the school, especially as it relates to the special needs of a school. There are some schools where the need is greater for scaffolding subjects, such as literacy.

The element of fatigue influences the construction of a school’s timetable in several ways. Children are fatigued at certain periods or certain days. It is not only physical but also mental in nature. Fatigue results in a definite weakening of attention and diminishing interest and affects teaching and learning.

Some subjects are more strenuous than others and involve more mental strain and effort. Such subjects should be taught during the early hours, when the student’s mind is fresh and alert. Mental acuity is the greatest in the morning. This is also true after recess.

Studies have indicated that the fatigue principle is true for days of the week as well. Research shows that Tuesdays and Wednesdays are considered to be the best days in which maximum work can be done. Younger children and those students with conditions such as Attention Deficit Hyperactivity Disorder (ADHD) are more quickly fatigued. The duration of a class period for them does not exceed 30 to 35 minutes.

Additionally, the time of year and the construction of the classroom also cause fatigue and therefore should be considered in the construction of timetables. Most classrooms are extremely hot and perhaps it would be best to avoid double sessions, extended single sessions, as best as possible.

Principle of justice

While assigning work, special care has to be taken that subjects are assigned to teachers based on what they feel they are best qualified to teach. Unfortunately, it has become commonplace to have teachers teaching subjects outside of their areas of specialization. This practice is professionally unethical and must stop. The perpetuation of this practice is a disservice to both the students and the teacher.

We should be mindful also that such a practice might have professional consequences for teachers when the Jamaica Teaching Council Bill becomes law. It might be problematic for teachers to be licensed to teach outside of their areas of academic qualification and specialization.

Those tasked with the creation of timetables should ensure, as best as possible, that teaching weight for every teacher is about equal to that of others. Equality of Teaching Task is important as this helps to build morale among the staff and helps institutions to keep their best teachers.

The Principle of Variety is often overlooked concerning the construction of timetables. It has been seen experimentally that change of room, seat and posture usually is a solution against weakness. It applies to both students and teachers. Variety can be introduced in the following manner: no subject except science practical should be kept for two consecutive periods.

Non-contact teaching time

A good timetable must provide non-contact teaching time to teachers. However, all such sessions should not be given to a teacher on the same day. They should be scattered and equally distributed over the entire week. Teachers of English require more non-contact teaching time given that they have a great amount of correction work. Teachers of Science also should have extra non-contact teaching sessions for the setting up of experiments and apparatus.

A responsive timetable should provide free periods for teachers to increase their efficiency and also to provide time for their correction work. In order for teachers not to feel burnt out, or engage in quiet quitting, the construction of the timetable must be seen as a transparent and fair exercise. The reality is that you cannot make everything fit without making compromises.

A culture of compromise

A culture of compromise is required in order to get the best from teachers. Good compromises need to be based on some principles. A culture of compromise needs to be informed by the school’s ethos, the priorities for learning, the well-being of staff and students, professional development and the safety and security of staff and students.

This is perhaps a no-brainer in that subjects which are not being tested, whether internally or externally, should be allocated less time than those subjects which are being assessed. A timetable should not be viewed as a static tool regarding the management of schools. A good timetable responds to the needs of the students as well as to the needs of the other stakeholders. The academically sound timetable is flexible and is a tool for academic empowerment.

In the words of Alfred Binet, don’t count every hour in the day. Make every hour in the day count.

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.

waykam@yahoo.com, @WayneCamo