Damona,
Thank you for sharing your preparation experiences with us. You are right about the need to prepare no matter how many times you have taught the topic. The students know when you are prepared and up to date on the topic. The confidence that comes with the preparation is worth all of the effort. This is a win win situation for the everyone.
Gary
Gary Meers, Ed.D.
I have learned that when I plan earyly for an up-coming class I am more prepared with support materials, visual aids, and assessments. I can prepare for group activities and ice breakers. Unfortunately sometimes I feel confident that I know the subject well enough that I do not need to prepare and just wing it, but when I do that my students seem to be aware that I have not put in the necessary time. They do not respond or participate. Students seem bored and not interested in being in class. I have found that it does not matter how many times I have taught a particular subject I still need to put in prep time, and be mentally as well a physically prepared for my class. Preparing early helps me to be more interested in my topic as well because I find new material that is relevant, and current.
Sara,
I think you are right on target with this approach. As a result of this effort you will have clear and concise content to present in the limited time you have while maximizing the students investment of their time and interest.
Gary
Gary Meers, Ed.D.
In my case, I don't teach a course; I work with students from another instructor's class at the beginning of each start, demonstrating how to use research catalogs and databases. However, I think I might still create my own goals & objectives, and perhaps even my own version of a syllabus.
The 30-40 minute session I do may also benefit from comprehensive planning, especially as I have a limited time to present my information. This helps ensure the technology is in place (so I'm not wasting time setting up a PowerPoint, for example, while the students' attention wanes). I want to ensure that I cover everything they need to know, and anticipate any questions they may ask.
Edward,
Well said and I like the example of the actor preparing for the stage as it is so true in teaching. Keep up the good work.
Gary
Gary Meers, Ed.D.
I've found that having prepared for my course allows the learning process with the students to be more fluid as the topics have been properly planned and rehearsed. It is similar to an actor knowing their lines so well that inflection and meaning can be more convincingly conveyed. The better I plan the better opportunity there is for delivery of content.
I believe early and comprehensive planning is crucial because prior preparation of topics makes teaching oh so much easier. A complete and thorough understanding of material makes the task of instructing easier because you only need focus on motivation and presentation. For me, this is best! Its just that there leaves no doubt that you well prepared to teach. You have all the answers (well, at least most of them), you are aware of the possible questions that may arise. Your material will be presented as such the student will know what we are discussing and what we will be discussing in the future. I believe that if the student has a perception of what is to come then they will be adapt to processing material presented.
Early and comprehensive planning allows the instructor to ensure that adequate time and effort is applied to those tasks that need it. A plan shouldn't be so rigid that you can't have a little leeway, but rigid enough that students know that they will be reviewing certain things on certain days.
It also prevents the chance of missing something important. If an instructor knows they have to teach about ratios and proportions on one day, they can plan to discuss the reasons why, how they relate to each other, and not miss the details that many students need.
Finally, it prevents stress to plan early. This stress affects both the instructor and the student and makes the learning environment a difficult one to learn in.
Instructional success is the goal. If a well thought out, planned course is executed, the student gains the point of the course. By doing this from the beginning phases of course development, we meet the needs of the student. Add feedback trends to this process, and we continue to improve material presented to the student.
Stephen,
You are right on with this statement. We all have been in situations where something was missing or did not work but by early and careful planning we were able to keep the class moving forward. Early planning reduces a lot of panic and anxiety for instructors.
Gary
Gary Meers, Ed.D.
I have come to realize that planning far in advance helps one to better cope with the unexpected, such as training aids that will not work or unexpected lab results.
Michelle,
Planning saves a lot of frustration and anxiety on the part of instructors. I have colleagues that rush into the copy room at the last minute to run handouts while trying to scan their notes for the upcoming lecture. Then they rush into the classroom just as the class is to begin. These are the same colleagues that complain that they can't seem to earn the respect of their students or gain their attention. Others of us have tried to nicely explain why but they don't listen or respond. The result is unhappy people all the way around.
Gary
Gary Meers, Ed.D.
Plan. Plan. Then overplan. Extensive planning actully gives you so much more freedom to adapt when new ideas or questions arise or something topical occurs, or the power goes out, or whatever event for which you cannot control occurs. You will appear more as a human than a robot and responsive to your students' needs. Always have more on your "to-do" list than you think the students will be able to complete. This will ease your stress when they work faster than anticipated and will give you other ideas to use when some students need additional practice.
Joseph,
Your last sentence says it all when it comes to instructional planning. No planning-no success with learning. We need to be prepared and organized as we approach our classrooms and labs each and every time.
Gary
Gary Meers, Ed.D.
It is important for a variety of reasons.
It prepares both the instructor and students of what is coming up during the course. It also helps with time management and goal accomplishment.
It helps the instructor role model professionalism and being ready to contribute immediately.
Prior planning prevents poor performance.
Daniel,
Like your example of how planning dictates success. You are right on target with how planning must be a part of the educational development process.
Gary
Gary Meers, Ed.D.
Rebecca,
Planning is a must. I can't imagine rushing into a classroom or lab and not being prepared yet I see it happen all the time with some of my colleagues. These are the instructors that later wonder why they never really connect with their students.
Gary
Gary Meers, Ed.D.
have you ever tried to build a car as your driving it down an interstate at 80 MPH? probably not, because IF you arrived at your destination, the car that you built would probably look nothing like what you had in mind. Having a solid plan does several things; it makes you look at the material again prior to teaching as a refresher, it allows you an opportunity to check scheduling again, gives you the time to ensure that assessments match objectives, and allows for analysis of course content and relevance prior to the lesson kicking off.
Early and comprehensive planning is important to ensure all course learning objectives are met, the instructor has adequate time to prepare lecture/lab material, and maintaining professionalism.
Tina,
What are some of the key elements of your planning process as you prepare for your courses?
Gary
Gary Meers, Ed.D.
