Dec 17, 2012
Comments Off on How I Lesson Plan

How I Lesson Plan

I suffer from “The Bus Syndrome”.

The Bus Syndrome is a terrible affliction, which hampers my role as effective collaborator, effective teacher and effective colleague. The Bus Syndrome is such that I live in my own head. I am terrible at writing down my lesson plans. I am terrible at recording what I do on a daily basis. Sure, I document some things, but in general, I never take the time to keep good records.

If I was hit by a bus, my replacement would be lost. Thus, I suffer from The Bus Syndrome.

After thinking about the possibility of this demise, I thought I should record a few thoughts about my lesson plans. After reading James Robbins’ blog for awhile now (and directly in response to the format of his book), he has given me the vocabulary to process how I plan for the week ahead.

Following these nine questions allows me to be ready for the week:

1. How will I demonstrate my genuine interest in the lives of my students? Will it be an “impromptu” conversation, greeting them at the door, an acknowledgment of the major events in their lives, etc?

2. How will I provide timely, effective, productive feedback to each student over the course of the next week?

3. How will I reward and recognize specific students for their performance this week? Will I highlight their work to the group, tweet it out to the world, hang it on the wall?

4. How will I connect the purpose of what we’re doing to each student this week? This requires me to consciously know what makes each of my students tick, so I can be deliberate and intentional when connecting purpose for each of them.

5. What choices will I give my students this week that will give them a sense of control and autonomy? How will I encourage them to make choices that strengthen them, rather than taking the road of least resistance?

6. How can I help them grow this week?

7. How will what we do foster a greater sense of community within the room? How will I strengthen social bonds amongst students and between students and myself?

8. How can I inject some fun into what we do this week?

9. What skills, strategies, ideas do my students need me to model for them this week? Will it be a specific academic skill, a social skill, forgiveness, kindness, or maybe it is a time management strategy, an idea about living with passion, etc?

I believe these nine questions allow me to maintain a specific focus on my lessons and understand the virtue of public education.

If I’m ever hit by a bus, use these questions to figure where to continue on from.

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