This chapter really hit home with me. I often spend many hours after school, on the weekends, and during vacation planning lessons. My three boys at home often ask me when I will be done with my school work. I have learned that I do not need to spend countless hours planning elaborate lessons. Sometimes it is okay to just focus on the necessary skills that the children need instead of trying to make a "fluffy" lesson. I also agree with Routmann when he says "I cannot work with students effectively until I have met them and their teacher." As a special education teacher I often have to write educational goals for students whom I have never met. This can prove very difficult at times. I enjoy getting to know the student and their learning style before trying to create educational goals.
Another aspect I agree with is keeping a lively pace. With any student especially those with exceptional needs they tend to have short attention spans. I must keep the pace and focus on what is important and interesting. If I make the work meaningful and connect it to real life they tend to stay engaged and focused. I also use transitional times to continue teaching. When we are lining up I will call on students to spell one of their spelling words or ask them a meaningful question. During indoor recess we will play spelling games on the promethean board to help them become even stronger spellers. I try to maximize instructional time as best as I can because I know that every second counts.
I know what you mean about always working but elaborate lessons are not necessary. Knowing your students is the best use of our time as teachers then providing the simple, effective instruction that they need. Do we want to use every moment wisely? Of course, but we don't need to get overwhelmed and complicated.
ReplyDeleteTime is always of the essence in education, and you bring up a good point--we owe it to our students to invest our time wisely in knowing them and meeting their needs (even without "fluffy" lessons!).
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