ABSTRACT
Our experience in working with middle and high schools in over 40 states, and our talking with hundreds of teachers, students, and school administrators' convinces us that a major need that must be addressed with fu11 implementation of block scheduling in middle and high schools is helping teachers gain the necessary strategies and skills to teach successfu11y in a large block of time. Although we have found that adapting to "teaching in the block" is easier for middle school teachers than for high school teachers, we fear that if a11 teachers do not alter techniques to utilize extended blocks of time effectively and efficiently, many of the benefits of block scheduling will be missed and students will not experience the fu11 potential of block scheduling.
