Hey everyone! Just a quick note-this video is totally tongue-in-cheek and meant to be a humorous take on some common teaching pitfalls. If you find yourself struggling with any of these areas, don’t stress! Simply recognize the issue and take small steps to improve. As G.I. Joe famously said, “Knowing is half the battle!”💡✏ Feel free to share your thoughts or any struggles you’re working on in the comments! 👇
I think my pitfall is trying to balance creating thorough lesson plans and listening to students in-the-moment. Sometimes I’ll make activities and lessons I feel super proud of, but I’m then unable to switch directions if needed. Likewise, when I develop lessons based on student-led instruction, I feel really unprepared because I just can’t predict what the students will do, how long they’ll take, or if they’ll have all the materials they need. I’ve had great teachers, so I know it’s possible, but sometimes the two feel irreconcilable. I’m currently in my first semester of professional year, so I’ll try to figure it out now while I’m still in school lol
My challenge is being able to delegate when I do have paras. I also don't like confrontation, so if I have an issue with something, it can be difficult for me to speak up. I've gotten better with taking things personally when it comes to adults. Fortunately, I haven't had issues with taking things personally from the kids. I've been told all sorts of things from the kids, and I can just let it roll off my back. With adults, it's taken longer and I'm still working on it. Thanks for the video. :)
My biggest problem is that the best pedagogical research and practice is often at odds with the status quo of the school culture... and that's horribly disappointing. More than 12 years in, and I am still knee deep in the best pedagogical books to inform my practice. Educators like Christopher Emdin, Matthew R. Kay, Jennifer Fletcher, Peter Liljedahl--that's just a short list of many. These author educators know how to transform vapid buzzwords like "student agency" and "student voice" in reality. The problem is, well... grassroots revolution doesn't mesh well with district stability. The students benefit the most from transformative teaching, and they are hurt the most by the status quo--especially if that situates the school building in the same historical imagination as the prison. Based on your past content, I think you understand where I'm coming from.
Hey everyone! Just a quick note-this video is totally tongue-in-cheek and meant to be a humorous take on some common teaching pitfalls. If you find yourself struggling with any of these areas, don’t stress! Simply recognize the issue and take small steps to improve. As G.I. Joe famously said, “Knowing is half the battle!”💡✏
Feel free to share your thoughts or any struggles you’re working on in the comments! 👇
I think my pitfall is trying to balance creating thorough lesson plans and listening to students in-the-moment. Sometimes I’ll make activities and lessons I feel super proud of, but I’m then unable to switch directions if needed. Likewise, when I develop lessons based on student-led instruction, I feel really unprepared because I just can’t predict what the students will do, how long they’ll take, or if they’ll have all the materials they need. I’ve had great teachers, so I know it’s possible, but sometimes the two feel irreconcilable. I’m currently in my first semester of professional year, so I’ll try to figure it out now while I’m still in school lol
My challenge is being able to delegate when I do have paras. I also don't like confrontation, so if I have an issue with something, it can be difficult for me to speak up. I've gotten better with taking things personally when it comes to adults. Fortunately, I haven't had issues with taking things personally from the kids. I've been told all sorts of things from the kids, and I can just let it roll off my back. With adults, it's taken longer and I'm still working on it. Thanks for the video. :)
My biggest problem is that the best pedagogical research and practice is often at odds with the status quo of the school culture... and that's horribly disappointing. More than 12 years in, and I am still knee deep in the best pedagogical books to inform my practice. Educators like Christopher Emdin, Matthew R. Kay, Jennifer Fletcher, Peter Liljedahl--that's just a short list of many. These author educators know how to transform vapid buzzwords like "student agency" and "student voice" in reality. The problem is, well... grassroots revolution doesn't mesh well with district stability. The students benefit the most from transformative teaching, and they are hurt the most by the status quo--especially if that situates the school building in the same historical imagination as the prison. Based on your past content, I think you understand where I'm coming from.
Haha how about make sure you gossip in the staff common room about how bad certain students and/or their families are every lunch break.