Posted by Atsumori. Category:
It's the first Saturday after the students arrived at school. It's the, "How am I going to keep up?" time when teachers are thinking about their routines and goals.
First, as I've suggested before, a daily and weekly pattern helps. One that includes planning time, learning time, teaching time, and time for family, friends, health and rest.
Next, "All Hands on Deck!" Administrators, teachers need your help with this. In our inclusion classrooms we have a multitude of learners, many with IEPs and intervention support--we need to have that support in place sooner than later, and we need to be able to expect that support consistently. Also that support needs to plan targeted lessons for the students they work with--lessons that include the new standards. That's essential as classroom teachers can't do it alone. Skilled time-on-task is what makes the difference for students.
After that, less interruption. We need to be able to stick to our schedules most of the time without interruption so that we can teach children well. We've spent the time prepping our lessons, analyzing student work, and providing coaching and feedback. Now we need the time to lead our students in their daily patterns and work. Consistency is important, hence less interruption and consistent, regular support and schedules help.
Finally, communication. We need to have lead time for expectations.We're planning four or five lessons a night--many of which contain new standards hence demand our dedicated time and attention. We have to save our spontaneity for the children's needs so whenever possible please give us lead time for administrative actions, paperwork, and events.
Keeping up is important to teachers because we want to serve our students well. It's integral that the support staff around us help us out with lead time, communication, consistency, reliability and lesson planning efforts. This will help us to maximize our skilled time-on-task and response in order to teach children well.
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