Preparation of a good timetable is a tedious effort. The multitude of educational programmes and activities really pause a challenge to the persons concerned with timetable construction. They have to take into account certain factors and principles that would facilitate the process. They may be listed as follows:
(i) Type of School
The type of school is a decisive factor in organizing the various educational programmes and activities in that school. For instance, activities that are organized iii a junior basic school will differ from those in a Secondary or Higher Secondary school. Similarly, activities in a rural school will differ from an urban school. Therefore, the specific needs of the school for which it exists should be taken into consideration, while preparing the time-table. '
(ii) Departmental regulations
Department of Education in each state has the power to fix the length of the school year, number of working days, the duration of the school day, the duration of each teaching period and even the number of periods for each subject. Education Commission of 1964 -66 has made the following recommendations on this regard:
a. The working hours per day should vary from four hours at the pre- primary stage to about six hours at the secondary stage.
b. The total periods do not include the time for co-curricular activities.
c. The periods include the time for library period or the guided studies.
d. Hours of instruction per annum at the primary stage should be about 900 and at the upper primary and secondary stages they should not be less than 1000 and preferably raised to 1,100 or even 1,200 if conditions are favorable.
(iii) Amount of time available
Allotment of time to different subjects and activities is done on the basis of the amount of time available. Time-table will, therefore, be framed in accordance with the time set by the Department of Education. In case of double-shift schools, duration of school day is relatively shorter. This requires flexibility in allotting time to different subjects.
(iv) Relative importance and difficulty of Subjects
Importance of a Subject in the curriculum is assessed by its social, scientific, economic and cultural considerations as well as its future implications: Timetable also takes into account difficulty level of the subjects, thus, time-table for a Secondary school allots more time to the teaching of Mathematics and languages not because they are more important but because they are more difficult.
(v) Incidence of fatigue
Fatigue is the state of inability to sustain work. It may be physiological or mental. Fatigue weakens attention and perception and diminishes the power of insight and initiation. Hence the learning rate is also diminished. Some subjects in the curriculum are more fatiguing than others. Learning them involves heavy mental strain and effort on the part of the learners. Such subjects, for instance, English and Mathematics should be taught during early hours of the day when the body and brain are fresh. It has been established that the second and the third periods on a school day are the best to teach difficult subjects because the work curve reaches its highest peak at that time.
Similarly, the second and third days of the week are considered best for learning, since momentum of working is maximum on those days. Therefore, it is desirable that subjects like English, Indian languages and Mathematics may be taught during the best periods of the day. Subjects like arts, crafts,’ writing, manual work etc. which require less concentration and mental strain may be taught during the last periods. Studies 'show that children of lower classes get easily fatigued than the young. Hence, it is recommended that the duration of the period in the lower classes should not exceed 30 minutes and in the case of higher classes it should not exceed 40 minutes.
(vi) Principle of justice
This principle insists that total work among the members of the staff should be assigned equally. It also implies distribution of work among the staff in accordance with their qualifications, experience and expertise. Such an attitude on the part of time-table setters will surely help to avoid frustration and offence from the pan of the members of the staff.
(vii) Principle of Variety
A good time-table is one which permits variety. Variety implies changing learning situations which includes change of place and change of postures of pupils. Change of room, seat and posture is regarded as the best remedy against fatigue. It also implies providing easy and difficult subjects alternately in the time-table for the sake of variety. Similarly, if a subject is to be taught only for two or three periods in a week, it should be fixed in the time-table after regular intervals of time and days. '
(viii) Free periods for teachers
It is certain that nee periods give much relief to the physical and mental strain of teachers. Language and science teachers require more time for correcting assignments. Further, science teachers need a lot of laboratory preparation before a science class. Therefore, time-table should provide scope for allotting needed free periods to such teachers. It is desirable that free periods are allotted in a scattered form throughout the week.
(ix) Principle of play, recreation and other co-curricular activities
Play is the natural instinct of children for their healthy growth. Recreational and co-curricular activities in a school are also aimed at developing specific competencies and skills of the pupils. They also facilitate development of true sportsmanship, socialization and leadership qualities of pupils. Therefore, children should not be deprived of their right to engage in play, recreation and co-curricular activities. This is ensured through allotting necessary periods in the time-table in a balanced form.
(x) Principle of Optimum utilization of School Building and Equipment
Designing of the time-table depends much on the material equipment of the school like the buildings, number and size of class rooms, number of laboratories, workshops and furniture and equipment. A good time-table should take into account the feasibility of these material equipment and should make needed adjustment in the time-table for their maximum utilization. This will ensure effectiveness of the educational programme in a better way.
Read More :
- Timetable - Definition
- Types of timetable
- Need and Importance of School Timetable
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