The question is: How many new teachers [1 - 5 years of teaching experience] are you actually planning your course? As a new teacher 12 years ago, I constantly overtrained my course to ensure that all students were involved, even if it meant re-classing.
In general, over-planning is a good habit, especially when they are used as a backup plan to support some or even the entire course.
However, at these unexpected moments, the problem of over-planning becomes more complicated and tricky. How do you know exactly what activities to use? And how long does it last? How much is the activity? Here, experience and understanding of students and their abilities can play an important role in determining which activities are appropriate for use. Sometimes you may be surprised by your spontaneity and find that you know more than you actually have confidence.
Over-planning is part of the new teacher's "hot and failed." When dealing with difficult courses, I am often over-planned because I have always wanted to start "strike" the correct level, motivation and interest of my students. When I missed it, I started pushing the panic area to lead to more over-planning and general overloading.
But just for the sake of argument, let us take the following classroom situations:
Let us say that you have planned a 20-minute independent reading course for high school students, but for some unexplained reasons, they have no concentration. You later [in an indirect way] learn that they don't have some more important reading skills to agree with the story you teach them to read. More specifically, there are too many unknown words, and the theme of the story is modified for their middle school years. So what?
Therefore, before you begin to delete these backup plans, be sure to do the following in order:
1. Make sure the plan is a strong transition. Look at the glue-like transition and put the front middle part together. A weak transition is a clear sign that you may have neglected some students along the way. You also want to make sure that the transition really meets their purpose and helps to connect the introduction to the main part of the course. The transition does not necessarily need to be an extra activity; it is enough to say a few words as a "cue" to suggest to the students what they store.
A new teacher can say to his/her class after they have predicted some story content and prepared a new vocabulary: "Okay, let us confirm some of your predictions and see how many new vocabulary words are in context. "
2. Do not extend the original planned activities beyond the original time. This is the trial and error time that will make you a professional and be able to distinguish between real or "money". How long does it take for students to effectively complete their tasks?
Make sure that each part has enough time to change the chronological order. The main part of the course should not exceed 25 minutes, and the planned activity takes only about 5 minutes. If you want, you can plan multiple courses on the same topic so you don't have time to be tight.
3. Carefully note where the student begins to lose focus and becomes unable to complete the task. Ask your colleague or teacher instructor to give you honest and reliable feedback designed to improve your teaching. The following is a list of general troubleshooting areas.
Are you over-planning to include some differentiated teaching? For each level and ability, make sure you have at least one activity that can be extracted from the hat as needed. Write down this activity and write down its success. Save your future experience.
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Consider the fact that sometimes students are not focused, this is another classroom problem that requires a different set of actions.
So the question is: How many new teachers [1 - 5 years of teaching experience] do you over-plan your course? In which classroom situations do they help? Why are you doing this? Can you give other tips to the new teacher?
Orignal From: New Teacher - Should you over-learn your course?
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