As I was creating my lesson plans one day, I took a step back and thought about what my plans would look like if they were delivered exactly the way that I wrote them. Academic learning and curriculum connections are crucial to the lesson plan itself and seem to be my main focus when planning. I began to think about the ways I engage my students in learning that I don’t record in my lesson plans. I thought about my specific ways of being with students during certain times of the day. The times I exude calmness and the times I exude excitement. I wondered about the times I use words of encouragement, constructive feedback and the moments I applaud students efforts.
I wondered what would happen to my planning and teaching if I added notes into my plans like “remind students they are important” or “remind students to be safe this weekend”.
As a newly permanent teacher, I am constantly reflecting on best practices and looking for ways to plan meaningfully and effectively. I am teaching virtually this year and often add additional information about my lessons into the “speaker notes” section of my Google Slides. As I was creating my lesson, I added in some of the above mentioned “unspecified” aspects into my plans. I wanted to explore how or if this practice would impact my teaching or have an effect on student learning. After implementing this practice for one week, here are my reflections:
- Adding notes about social and emotional learning into my lesson plans allowed me to continue to be mindful and check in with students about how they were feeling throughout the lesson and the school day itself.
- The added positive notes and words of encouragement to my class were a great way to remind myself that, along with my students, I am also doing the best I can.
- My focus remained on my students, rather than the curriculum. Especially during reporting periods, it is easy to get overwhelmed with the worry of meeting curriculum expectations. Adding in my “unspecified” notes grounded me to what was most important.
- Even with my “unspecified” notes, I noticed that I still added meaningful dialogue into each necessary moment. Even though there are daily reminders or common phrases we say to our students – there is no way to predict what each of our individual learners are going to need to be successful or feel loved that day. There is no plan other than to be responsive.
What are the unspecified parts of your lesson plans?
Please note: ETFO’s position on in-person learning remains unchanged. The union firmly believes that the daily, in-person model of instruction and support best meets the educational, developmental and social needs of students, provides the best experience for support, and is the most equitable learning model for all students.
ETFO’s expectation is that elementary virtual learning in any capacity, including through hybrid models of instruction, will end once the pandemic ends.