By Neil Pandey ‘24, Feature Editor

Sample special schedule. Image Courtesy of Newark Academy.

When most people think about a schedule, what often comes to mind is a rigid structure or routine. However, this school year Newark Academy tested two special schedules that seek to reimagine the daily life of NA students in order to incorporate more freedom and flexibility. In theory, these schedules are meant to foster longer instruction time for students and build time throughout the day for students to engage in teacher and club meetings. However, in practice, these schedules have received mixed results from students and teachers. Some greatly appreciate certain aspects of the schedule, while others would rather stick to the traditional six-day cycle. Regardless of positive or negative feedback, these reflections reveal what the school community values about a typical NA day.

NA is a rigorous school, So students accept the challenge of difficult courses early on. As they look ahead in their educational journeys, students learn to value the skills that NA instills within them. With the new schedules, the administration had hoped to reduce the homework in favor of longer in-class instruction time. With less work at home, students would have the freedom to explore interests outside the classroom. Students, however, are concerned that longer class times will only increase the work burden. As Hudson Lee ‘24 states, “With 80-minute periods, teachers will teach more material in class while keeping the workload the same.” If this is the case, students may begin to feel overwhelmed in the classroom with the breadth of material covered and return home, only to be faced with more work to overcome. 

Most of the students I spoke to were not proponents of the special schedule that included 80-minute periods. Inchara Hosanagar ‘24 reflected how “focusing during the 80-minute periods was very challenging.” However, 80-minute periods are not a completely new concept. During lab periods, students stay in their science classes for an additional half an hour, totaling 80 minutes. The challenge with 80-minute periods outside of science classes boils down to engagement. With labs, students are actively engaged in hands-on activity, but in classes that are typically lecture-based, students struggle with the 80-minute schedule. Today’s generation of learners are accustomed to quick bursts of information, whether that be through TikTok or Instagram, which makes staying engaged in longer learning periods greatly difficult. 

However, Inchara had some positive things to say about the schedule too. She really “liked the flex period and the overall flexibility of the schedule.” In this flex period, students have the freedom to choose how they spend their time. They can meet with teachers, study, or hang out with friends. Although many students have free periods, flex time is a universal break for all students and faculty which makes accessing teachers and other resources much easier. 

 In my brief conversations with students, I have learned a lot about the NA community. I found that NA students actively pursue learning and students want to be able to absorb information to perform to the best of their abilities. Notably, these students also want to be able to pursue their interests both in and out of the classroom. Lastly, I’ve learned that students seek freedom. They want to have access to resources that allow them to make their own decisions. Students want to shape their learning to suit their interests. Ultimately, whether you love the new schedules or hate them, take these schedules as an opportunity to consider what is important to you about your NA experience and consider the skills and resources you will carry once your NA career is over.