Class period timing and being overwhelmed

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Imagine going for teacher training and 45 minutes you're learning the song of the school, the next 45 minutes you're going around the school learning about the history of it, then the next 45 minutes discussing academic development. Tired? Students go through that every day, having to make their brains take in and adapt to vastly different things in so little time. Yeah, at school I did very well, but I had to fight against other students for the spotlight so my questions are answered, my vision is seen - and lots of the time I place my head on the desk, drained.

Is that the best public education can offer? I have not taught there for that reason - I always run out of time trying to meaningfully support students. I teach English, and in a reading lesson, after I start to make the topic understandable, then focusing on some highlighted key words, then practicing two model reading sentences, I run out of 90 minutes. If I have 45 minutes at a time in a class of 45 students, I'd either run through things like a show (how I did in internships), or do nothing measurable.

What's your experience? Any ideas?

@Nguyen-T-Phuong You're absolutely right
class period structure can be overwhelming for both students and teachers. I've faced similar challenges, especially with large class sizes and tight schedules. One strategy that helped me was breaking lessons into smaller, flexible segments and using peer support to keep engagement high. Also, flipped classroom models (where students prep at home and practice in class) can free up time for deeper interaction. You are not alone in this....

@Nguyen-T-Phuong Identify the most important assignments and tackle them first.
Break down large tasks: Divide overwhelming projects into smaller, manageable steps.
Create a schedule: Allocate specific times for studying, attending classes, and other activities.
Use a planner or calendar: Keep track of deadlines, appointments, and study sessions.

I’ve felt this too. I taught a class of 31 students with 40-minute sessions, and it often felt like surface-level teaching. One solution I’ve seen in progressive schools is block scheduling fewer subjects per day but longer periods (e.g., 2–3 subjects in-depth instead of 6 rushed sessions). That structure gives both students and teachers space to breathe, dive deep, and reflect. Sadly, many public systems aren’t designed for that flexibility.