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Following directions. Most people seem to not want to do that. Is it because they do not want to or is it
because the directions are not clear? I
am going to have to go with the later.
Just like directions from Ikea, I felt that during the week my lessons
were lacking a bit of clarity in a certain area. While lesson planning and thinking I spend
extensive time scripting and thinking of what I actually would love to say and
how to communicate an activity to my students.
To me it sounds crystal clear.
Then I start teaching.
While the lesson
seems to be unraveling in front of my face, I know the lesson is actually
hitting a speed bump. When explaining
the directions of the various activities to my students I am often met with
blank stares that scream “WHAT LANGUAGE IS SHE SPEAKING TO ME!” While
recognizing this, I mentally try to take a step back and breathe. I know something went wrong. Often times, I will try and call on the one
student who may just get my train of thought and have them revoice it to the
class. I catch myself using adult words
(I will not stop however, but challenge my students to figure out the
definition) and then having to clarify what they mean. So I recognize that students will need
clarifying, but even after a student tells the class in their language they
seem to be lost. Could the students not
be listening? Yes, but I know that one
of my weaknesses that I must focus on in coming weeks is my clarity of
directions. I do not mind having to
repeat myself 4 times, but when every student has a clue what is going on there
is an issue with what should be a simple task.
As the week progressed students had a better grasp of what was being
asked of them, which makes me believe there have been slight improvements. There are also some practices I need to keep
students accountable with following directions, and it is not a check in their
behavior folder. Patience is a virtue….I
will get it, soon!
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