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Amparo Bertram

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08:45 pm: The best laid plans
Today went pretty well. I did my last guest stint. In every guest class, I started with a self-introduction. In this particular class, however, when it came to the question-and-answer section, one of the students asked "Are you vegetarian?" When I said yes, she commented that she had "researched" me in preparation for this lesson. @_@

The students, of course, were all astounded by the things that I don't eat. "What about fish? Not even FISH? How about tuna?"

One of the student teachers came to talk to me after school to plan for team-teaching with me tomorrow. I kind of felt sorry that there wasn't much for me to tell her. "What are we doing? Well...whatever's on this page in the textbook. How far are we covering? ...Until we run out of time."

I'm SO not into making detailed lesson plans. Those things where you're supposed to write down a big chart of who's doing what and how long it takes (which the student teachers have to do)...no. That would drive me crazy. Lessons never run according to those charts anyway. My lesson plans consist mainly of "page 88 onward" or "students write about their favorite season," and I just wing it from there.

I will, however, take notes after the fact on what we actually did, particularly if it's something I made up and may need to duplicate someday. That doesn't help the student teachers, though.

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[User Picture]
From:megory
Date:October 11th, 2005 06:45 pm (UTC)

So true!

(Link)
They really don't work.

I like the lesson plans that come in the new text books--already figured out for national standards, multiple intelligences, differentiated learning, preview, present & review, upward spiraling and all those videos and games, as well as authentic assessments. It's impossible to get through everything, though.

Of course our textbooks are the old kind, but I ask for samples of the new ones any time they are offered.
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