The current schedule at TCS includes extended class periods, often lasting around 70 minutes. The intention behind this structure is clear: longer periods should allow for deeper learning, more discussion, and the ability to complete complex activities in a single block. However, for many students, the reality feels different.“I think after like 40 or 45 minutes, it gets really hard to stay focused, especially if it’s more of a lecture-style class,” said senior Tomás Mena. His experience reflects a common challenge among students—attention naturally decreases over time.
This loss of focus does not just affect how students feel; it impacts how they learn. When concentration drops, the effectiveness of instruction decreases, regardless of how much time is available. Mena added, “Sometimes the teacher finishes the main explanation early, and then the rest of the time just feels kind of unproductive.” His comment raises an important question: if time is not being used effectively, is more time actually beneficial?
Other students share similar experiences. “If classes were shorter, I feel like I would pay more attention because I know it’s a shorter amount of time and I have to stay focused,” Mena explained. This idea suggests that shorter periods could create a sense of urgency and improve engagement.
From a teaching perspective, maintaining student attention over long periods presents its own challenges. Camilo Hoyos, a Technology and Innovation teacher, emphasized the importance of adapting instruction. “In longer class periods, it’s important to constantly change activities because students’ attention naturally decreases over time,” Hoyos said. His statement highlights that long periods require more effort and planning to remain effective.
However, even with strong teaching strategies, engagement is not guaranteed. “As a teacher, you have to adapt your lesson to keep students engaged, otherwise it becomes very easy for them to disconnect,” Hoyos added. This suggests that while long classes can work, they depend heavily on how the time is used.
At the same time, not all perspectives are critical of extended periods. Hoyos also acknowledged their advantages, explaining, “There are definitely benefits to longer periods, especially for projects, but they don’t always work the same way for every type of class.” This view complicates the discussion by showing that long periods are not inherently ineffective—they simply may not suit every subject or teaching style.
Students also recognize both sides of the issue. “I feel like in long classes, my productivity goes down because I lose concentration after a while,” said Agustín Arango. His comment reinforces the idea that attention span is a key factor in learning.
At the same time, Arango pointed out the potential benefits of change. “Having shorter classes could make the day feel more dynamic and less tiring overall,” he said. This suggests that adjusting the schedule could improve not only academic performance but also students’ overall energy levels throughout the day.
Beyond focus, the structure of the schedule also affects opportunity. “If we had one more class, I think it would give us more opportunities to try different subjects or electives,” Arango added. This introduces another dimension to the issue: flexibility. A schedule with shorter periods and an additional class could allow students to explore more interests and personalize their education.
Despite these potential benefits, changing the schedule is not a simple decision. Longer periods do provide time for deeper learning, especially in subjects that require extended focus, such as science labs or project-based courses. Reducing class time without careful planning could limit these opportunities.
Because of this, a balanced approach may be the most effective solution. Instead of completely eliminating long periods, TCS could consider a more flexible schedule—one that includes shorter classes for lecture-based subjects and longer blocks when necessary. This would allow the school to maintain depth while improving daily engagement.
Ultimately, the goal of any school schedule should be to support how students learn best. If students are consistently losing focus during long periods, it may be time to reconsider whether the current structure is achieving its purpose.
The schedule is more than just a timetable—it shapes every moment of the school day. From attention and productivity to energy and opportunity, its impact is constant. By rethinking class length and structure, TCS has the chance to create a system that better aligns with the realities of student learning.
Because in the end, learning is not about how long students sit in a classroom—it is about how much they truly gain from the time they spend there.