Reduce homework, lengthen schooltime

Let us go straight to the arguments. I. Life For the rest of this debate, aka. this round, let us assume that my math was incorrect. Let us assume now that there are 100 minutes of lessons and 20 minutes of break. This was not clear at the beginning. It must have been a brain block on my part. Notice that pro has not in the least addressed the dilemma I created. In it I showed that teachers would have to teach twice as much if half the class elected to take their 40 minutes free time (As presented by Pro) in the morning and the other half in the evening. This would create added work on the teachers. Unintended by Pro’s model, maybe, but present nonetheless. According to Pro, his model actually increases free time outside school. This is weird. There is only 24 hours to a day. Let us assume that the current school time is 9-3, his proposal would be an effective of 9-2:40. However, as stated in his resolution, the model proposes a 9-5 schedule. If he wishes for students to come and go throughout the day with small snatches of time, this would mean small portions of time with no adult supervision at all, aka. time which can be spent committing minor crimes. As far as my experience goes, no company would employ any workers for short snatches of time before seeing them head back to school or something like that. Thus, unless pro meant a reduce homework, reduce school time in his resolution, this model is absolutely impossible to implement for just these two reasons alone. Unless Pro wishes to stay up past midnight doing homework and getting up at 5:30 the next morning to go to school, I suggest not implementing the particular model in which I am familiar with. II. Memory retention Pro has unfortunately continued to ignore the counter-proposal I made in the previous two rounds. Digitalize homework. This is already happening in many places, as I found out through personal experience. Unless Pro wishes for the model to change somewhat when students come of working age, his counter to my points about working is mute (:D). As I showed in the previous point, increasing net free time is not effective unless those free time comes in large blocks, which as far as I understand Pro’s model, is not part of.It would seem that our two studies contradict. However, although Pro’s opinion poll was from CareerBuilder, mine was from Stanford. It is up to the reader to determine whose is the more reliable.The whole point of my citing the study, I thought I clearly linked the two, is that as workers are more productive at home, it must be because they have better memory recall. Note that I have as such turned Pro’s quotation against him, showing that people are more productive at home, aka. remember more, than at work. This also ties in with the conceded point about comfort. All these factors argue strongly against Pro’s model. The fact that most school students do not work is a testament to short-sightedness and lack of life-planning. III. Cost Even were we to concede all of Pro’s points here, they will still not increase the quality of learning. In fact, my point regarding teachers working all-nighters have not been addressed. How does spending 95 minutes at school accomplish what is done in one night? It does not. Not in the least. Should I extend arguments here? IV. Social Mischief My opponent has not shown that crimes are committed disproportionately between 3-5pm. Even if we forced students to complete their homework in school (Negating the whole purpose of homework), you can only keep them in school for so long. Let us assume that we release students from schools at 5pm. Not only does students who have completed their homework have absolutely no motivation to do anything, as pro noted, not even work. This would increase the motivation, brought on by boredom, to commit crimes, reversing any benefit intended by Pro’s model. If, on the other hand, more net free time is given in which no homework needs to be done, like as I noted above, not only would companies not hire such students, they would actually be motivated by boredom to commit crimes. V. Mindset All counters have been adequately addressed for this point in other points. The net effect would not be beneficial, rather, destructive to students. VI. Teacher Instruction As I clearly showed in the earlier round, this is merely an assertion. From personal experience, I know that even though I self-studied for much of my high-school equivalent syllabus, I still outperform the average high-schooler who have the “advantage” of live teachers. This also is an assertion, but is one that at least is backed by my own experience. Iron only sharpens iron if both iron are as hard as each other. Have you seen katanas cut through long swords? Conclusion So it can be clearly seen that teacher instruction is not a requirement for memory retention, mindsets are the result of nurture, which is impossible to implement for varied reasons I mentioned above, the cost of health for teachers would be catastrophic, unless one increases drastically the number of teachers. Life and memory retention would not benefit from this change in school schedule. In regards to voting, note everything Logic has said. With that, I would like to thank Logic for a thought-provoking debate. I have certainly learned not a few things.