Tuesday, July 10, 2007
The little lesson plan that could
Honestly when I turned in my lesson plan I felt like I had had a stroke of brilliance. I felt very clever and sure that I had done a good job. Much to my dismay my feelings weren't really shared. I don't mind constructive critism and I am in no way suggesting this feedback was not constructive. I did feel deflated and dejected. I think my philosophies were reflected in my lesson plan but I think my personality was as well. I don't think that's a bad thing but it left some holes that in my mind were not holes. The comments helped me to focus on them and hopefully the refinement plugged some of them (fingers crossed). I did discover in this process that I feel more comfortable coming up with probing questions based on student participation rather than anticipating what they may say and they what I would say. Its a strange conversation with yourself that I admit I am uncomfortable with.
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2 comments:
Student questioning was hard for me as well. It's a little easier to come up with a question in response to something the student said as opposed to anticipating responses. I have a hard time placing myself in the students' shoe. I tend to assume that they have the same knowledge I have. Even a year in the classroom hasn't changed that. You'll get there. Remember, professors are much more critical of your lesson plan than students/administrators will be.
The questioning is uncomfortable for me as well. I don't know how I am supposed to know what the students will say. However, the more I do this type of planning I think I am not going to consentrate on what I think they will say and focus more on what I want them to say. The more I focus on what I want them to say the easier my quesions come to me. The planning process is beginning to show its relevance. If the plan is good most of the time the lesson will be be effective.
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