Procedures
Early on in my teaching carrier, I had hard time to manage my time. Often I would be running out of time and hover into the break time. With experience and having back up plans, I do not spread myself thin. I dont start a topic which I know I can not finish intime. Leaving the the topics half way through has had dire consequences for me. The students may not recall where we left out and I may be redundant. Once again, time management has reduced these issues in my work.
I thinking reading your population as you deliver your lesson content will help you stream line the lesson or build on the lesson. I think as an instructor you know when they are engaged with the topic being discussed.
jesse,
I have also had this issue, regarding course lesson planning. I always make sure to leave "flex time" in my daily lesson plans to account for the impromptu discussions and student questions. In cases when there is not a considerable amount of discussion, I make sure to have additional activities available to account for the extra time.
Tremayne Simpson
The most difficult time I have with the procedures part of a lesson plan is staying on point as per the written lesson plan. I may come in to class with a perfectly formulated and timed plan and one question from a student can have me teaching the entire class and covering all the same material but from a completely different perspective than what was written out on the lesson plan. I find these to be some of my best classes.
rhonda,
As instructors, we have to enable our students to be "self-directed". Assessment measures can be created, in order to make sure that the students have done their part with reading/reviewing the material that is not presented during lecture.
Tremayne Simpson
I agree also. I used to put all the material that I needed to cover in my procedure and ran out of time. I know just put the important areas that I need to ceover and explain and remind students that they are still responsible for reading the material and if I have ommitted anything the next class we would do a Q&A
changhiz,
This is a common problem and many instructors (myself included) have had this experience. My suggest is to "streamline" the material and "scale-down" on the amount of details and examples that you provide in the lecture. This is tough to do, because the natural instinct of most instructors is that "I have to present it all, because all of it is important". It is more important to provide the most important information, in hopes of producing a higher rate of student retention of information, instead of "overloading" them with information. The "omitted" materials from lecture can still be added to the student portal or discussion board as a supplement to the class session.
Tremayne Simpson
