It is a fact that the major contributors to the literature on scheduling are proponents of a particular system. Relations between teachers and students are depersonalized. Short periods under the pressure of time may result in lower achievement. The conventional scheduling makes it difficult for team teaching when non-core courses compete with core courses for teaching manpower. Conventional scheduling cramps teaching and learning styles, preventing the use and development of creative instructional approaches and more effective learning styles.
Conventional scheduling offers more flexibility to teachers and students to make up work.
Absences in the traditional scheduling patterns can be directed into productive make-up activities. The absence of a teacher can be usually overcome through short-term replacement. Conventional scheduling facilitates horizontal and vertical articulation between schools. Opportunities for individualization of instruction and meaningful interaction between students and teachers are hard to come by. The literature describes the four-day week schedule in a cursory and undocumented way.