Today I had a lesson in mind that involved stations, rotating papers, and students grading peers. Basically a lot of steps. I meant to switch the seats and I forgot, I was thinking groups would be 4 but that didn't divide right, I had planned on four stations but there wasn't enough time. Basically what I am getting at is that it was a little chaotic. The surprising part is that my kids responded well. They were patient while I worked through the directions and then they got right to work. The chaos actually made it more fun to be honest. In the next period, after I had figured out all the kinks, the kids were actually slower to get started and less engaged. It was supposed to be a game and my first period turned that chaos into a competitive spirit.
Coming from a teacher who likes to plan to minute, this was a little stressful, but the class was just happy I was trying to make it fun. Does this mean I am going to walk in tomorrow and wing it, absolutely not! It does mean I realize a lesson can be flexible. Sometimes a lesson has to adjust based on the period or space. The lesson was also supposed to involve a gallery walk, but when the room is well above 80 degrees (no exaggeration), no one is getting out of their seat and moving around. I think the key here was I was honest and patient. I explained what I was trying to do and they accomplished it.
We spend so much of our time planning before a lesson. Scripting questions, planning MRS strategies, creating every worksheet, cutting out every manipulative, and on and on. What we don't plan for is how to be flexible. How to change a lesson in the moment that isn't working. Why stick with a failing plan? Sometimes we just need to embrace a little chaos and accept the good that can come from it.
Coming from a teacher who likes to plan to minute, this was a little stressful, but the class was just happy I was trying to make it fun. Does this mean I am going to walk in tomorrow and wing it, absolutely not! It does mean I realize a lesson can be flexible. Sometimes a lesson has to adjust based on the period or space. The lesson was also supposed to involve a gallery walk, but when the room is well above 80 degrees (no exaggeration), no one is getting out of their seat and moving around. I think the key here was I was honest and patient. I explained what I was trying to do and they accomplished it.
We spend so much of our time planning before a lesson. Scripting questions, planning MRS strategies, creating every worksheet, cutting out every manipulative, and on and on. What we don't plan for is how to be flexible. How to change a lesson in the moment that isn't working. Why stick with a failing plan? Sometimes we just need to embrace a little chaos and accept the good that can come from it.
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