I’ve had trouble lesson planning this week. I was on February break, so I was trying to spend most of it working on lessons and catching up with school things. I feel like I honestly did work on the things I was supposed to for large amounts of times.
But I look back at some of the stuff I’ve planned so far, and I hate it. It’s boring, uninteresting, disengaging… and I find myself asking myself, “Why the hell do kids need to learn this?” Not because it isn’t important, but because there’s not enough investigation, discovery, and context to make it important to them. Yes, they can tell me the shape, center, and spread of a distribution… but why does that matter to them?
I don’t want the kids in my class to be bored, to see math as a pointless smattering of memorized procedures and set conclusions. And right now, with how my lessons are, that’s how I feel about it… I feel like it’s partly me and partly the constraints I discussed previously.
Back to the drawing board? This is very difficult as a student teacher. I feel like I don’t have the freedom to do what I want, but then again, I don’t know if doing what I want would work anyway.
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- teejay82 said: I struggle with time constraints and student engagement, too. A math education professor, who was so engaging and relevant during trainings, told me it took her about 10 years to start learning how to teach the way she does. It’s a process. Hang in there!
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