a) not having anything to write about because
b) I have so much I WANT to write about.
It becomes an endless cycle of 'list topic, start blog, ohh squirrel!'
Then I realized something. This is what happens with teaching as well. By this point of the year we're all 'in our groove', first term (or so) is finished, and we're hitting the main stretch of the school year.
Of course by groove I mean not-being-able-to-get-into-a-rhythm-due-to-all-the-holidays-and-days-off.
It is really easy at this point of the year to just lean back on the culture and routines you've established and just coast through winter break.
"What's the point of getting this fantastic lessons ready when I have a 3 day week then a 4 day week then a 2 day week, then just about two weeks, then winter break? I mean the students are going to be so disengaged that I'll just do this easy lesson and it will basically do the same thing."
Fortunately for you, the amazing teacher inside of all of us is shouting at full lung capacity:
As teachers, we need have many responsibilities, but there are also things we are NOT responsible for doing. We are not responsible for 'getting through material' with 'easy to create' lessons. We are responsible for sparking life long learning. We are not assigned to stuff knowledge into student's heads. We are assigned for opening, and then blowing up, our students' minds (more on this on my next blog!)
A big push in education is student engagement. Are students asking questions? Are they showing grit? Are they moving up Bloom's taxonomy?
Here's my question: How can you expect your students to be engaged if the TEACHER isn't engaged?
You are responsible for your students engagement, and it starts with you. If you are creating safe lessons, lessons that don't excite you to teach, lessons that you are bored even thinking about, how can you expect your students be engaged to learn?
As Dave Burgess, author of Teach Like A Pirate says, "Safe lessons are a recipe for mediocrity at best."
And you did not wake up today to be mediocre.
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