As we begin to finally apply our theories and abstract discussions on effective teaching and cognitive processes to tangible activities, I feel growing enthusiasm for teaching. I can barely contain my burgeoning excitement at the thought of jumping into a classroom and trying out my first attempts at crafting lesson plans. Like a colorful 25 piece Disney puzzle, I feel like the pieces from summer term are finally starting to fit neatly and easily together.
I realize, however, that when I actually attempt to carry out a lesson, I will need to improvise and tweak it to accommodate my students. Perhaps some elements of my lessons will not work. Perhaps I won’t have the time or the resources. Perhaps unknown factors will interrupt my wonderful lesson plans. The more I contemplate the realities of implementing lessons, I envision each piece of my Disney puzzle splintering into 40 more pieces, creating a 1,000 piece puzzle. While this new puzzle is considerably more difficult to solve, it is not impossible. I only need to dedicate more time and thought to successfully solve the puzzle. With so many more pieces, I may find collaborating with others will assist the construction of the puzzle. My colleagues may offer insights by looking at a particular piece differently than I had, just as my peers can provide constructive input to my lessons.
Outside perspectives can always help, but as we discussed in class we must take on the responsibility of sorting through all the valuable suggestions and determining what will be the most valuable for our own classrooms.
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2 comments:
Be proud, Jen ;-)
I think that what you're describing here is the reflective teaching process, and the fact that you grasp that things will *rarely* go as planned (in ways good, bad, or just different) is all to the good. High expectations for all concerned, including for ourselves, are very important, but it's really important to buy in to the idea that your best learning will come from the things that go "wrong" or not as planned.
I do hope that you'll seize every available opportunity to collaborate and to get help wherever you can. Asking for advice and help is a sign of strength and dedication to the work you're doing, not a failing.
I am new to teaching as well, and students dictact alot of what happens in the classroom, but in a way that makes it easier because it is always easier to react than to plan ahead! Good Luck!
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