Some schools, on what they call modular scheduling, split that fifty-minute block into two or even three pieces. The flow of all school activity arises from or is blocked by these time units. Because there are so many claims for those fifty-minute blocks, there is little time set aside for rest between them, usually no more than three to ten minutes, depending on how big the school is and, consequently, how far students and teachers have to walk from class to class. As a result, there is a frenetic quality to the school day, a sense of sustained restlessness. For the adolescents, there are frequent changes of room and fellow students, each change giving tempting opportunities for distraction, which are stoutly resisted by teachers.
Many teachers have a chance for a coffee break.
Few students do. Obviously a low premium is placed on reflection and repose. The student rushes from class to class to collect knowledge. Savoring it, it is implied, is not to be done much in school, nor is such meditation really much admired. The picture that these familiar patterns yield is that of an academic supermarket.