When do we stop prepping?

All effective teachers need to prepare their lessons. If there is content to be reviewed in order to know it enought to teach, we do it. If content is not an issue, we still need to think about how to deliver it in a way that will reach our particular group of students.
But how much prep is too much? The answer for me is when I lose my focus on the students themselves, that

A Teacher's Bad Dream

I had a dream two weeks before school started up again. I was in my classroom staring at my lesson plan  -vacant, a blank page!  I felt disoriented, tense, unable to focus on what activity to do with the students.
I've had many similar dreams over the years. What's going on in my subconsciousness? Is it that I haven't prepared adequately in advance? Probably not. Does this lost feeling come out of reliving moments when I've had to reassess what I've planned and in the heat of the moment  -thus creating a moment of insecuirty and stress?
The fact is, I always feel I need to be in control of what I'm teaching, when and how. Circumstances -an unresponsive group, time left over, a hot afternoon sometimes dictate otherwise. Perhaps it is the unpredictability of teaching that haunts me. You never know for sure how things will go. The dream played out what I was most afraid of....

Response to November 18, 2010 Thank you Jennifer

Blog response  (Thurs. November 18, 2010)

Jennifer Reavell: TC/ 2011                                                                                           August 26, 2011

There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence.  It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance.  The teachers wandering around during the test periodically for students to ask questions is helpful and supportive. 

It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course.  Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then  it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.

Response to November 18, 2010 Thank you Jennifer

Blog response  (Thurs. November 18, 2010)

Jennifer Reavell: TC/ 2011                                                                                           August 26, 2011

There are some people (including me) who get ‘test anxiety’ and that is possibly what Charlotte was displaying in not feeling confident with the concepts and information of the course. This definitely needs to be a learning moment in a student’s career. Self reflection on the student’s part in regard to what issues challenge their learning information and what steps they need to take to navigate these hurdles identifies the student’s level of educational maturity. This situational crisis cannot be resolved at that moment. The priority is to prepare the student constructively to write the test. It is appropriate to give her reassurance about the positive attributes that Charlotte is a solid B student, thereby reinforcing her confidence.  It is important as a teacher not to get too involved in this emotional response because it could allow the teacher to lose objectivity by catering to this one student. The teacher has to show impartiality and good judgement towards every student consistently. Reinforcing with Charlotte that remediation after the test is available and inviting her to be part of that will hopefully give her reassurance.  The teachers wandering around during the test periodically for students to ask questions is helpful and supportive. 

It would be helpful after the test has been returned to set up an interview with Charlotte to go over the test with her and the expectations of the course.  Also offering to pair her up with another student could help her gain more understanding of the material and be beneficial to both students. Overall, always reassure the class by being open to meeting several days before a test to go over some of the concepts that the students are struggling with. Ultimately if it is an emotional issue Charlotte is struggling with such as, low self-esteem, parental pressure or personal expectations, then  it might help to refer her to a counsellor as this is out of a teachers ‘scope of practice’.

She Was Crying Outside My Office Door

I answered the knock at my office door this morning to a visibly upset Charlotte. She had studied hard but did not understand the material and was afraid she would do poorly on today's test. I asked what it was she was not understanding. She told me it was the textbook, the concepts and the quantity of facts. I assured her that there's always an opportunity for remedial work to make up any lost ground. The tears flowed as she told me her father was a college professor who insisted that anything under 80% would be perceived by people in higher education as a lack of effort. I assured her that in my opinion she was already putting forth a lot of effort. Her 75% was a solid average. She wiped her tears and walked away, looking like she had received no comfort from me. I made sure I checked in with her during the test to answer her questions. I also asked her to be sure to ask for clarification when needed, not just an hour before the test!

Voted Against

Today my grade 12 students handed me their votes. I had not asked them to vote. They voted anyway -against having the test today! We had just finished the history unit that included the Greek "ostraka" procedure. They "ostracized" me through their votes for runnning the test today (all in good fun). So I decided to negotiate. They gave me their reasons for not being ready. I listened. A few legitimate reasons were brought forward. I asked what to do about those who were prepared to write the test. In fairness, they needed that opportunity. I proposed those who were ready could write the test today while the others worked on their unit task. Next class, we'll switch. Will the ones who write today give the answers to the others? Not likely, but I'll have to change a few things on the test for those writing next class, just to ensure an equitable oppportunity for all.
Two questions remain: will the students who were given the extension perform better? And finally, some said "thank you" for the extension. Was this a genuine thank you that will translate into putting forth their best effort?

Democratic Decision-making

What are the issues surrounding democratic decision-making in the classroom? My context is a grade eleven French class planning a unit final task related to international cuisine. I have not finished the process, but so far I observe the following:
a. Students initially persist in asking ME what is expected even though I have given the decision-making over to them.
b. I have spent 70 minutes instead of 10 setting up the evaluation criteria.
c. They came up with great ideas I would not have considered.
d. The second day (today) a few students were asking me if they could have a copy of the evaluation guide sheet even though we were still working with a draft and final decisions about percentages had not yet been discussed.
e. Students seem comfortable with voting on options presented and letting the majority rule.
f. The process is noisier and a few students love to offer their creative ideas.
g. Impractical ideas presented by fellow students are detected and voted down.