Q1: On a scale from 1-5 (with 5 being the most prepared) How much do you prepare for each lesson/activity you present in your classroom/school? (or to your audience wherever/whenever you present)? #resiliencechat
A1 For presentations, I prepare to about a 7.1 on the five-point scale. Or so. For class, it depends on the nature of the class. Some need to be much more open-ended than others, and there's always a need for flexibility when actually with the kids.
#ResilienceChat
Well, see, since my BFF died of colon cancer in September 2011, I made the huge mistake of thinking I was exempt. What I learned is that this can happen to anyone at any time. #resiliencechat
A1 - I would say a 4/5. I teach middle schoolers and they have a way of asking questions that keep you on your toes. I have to really be prepared for them. #resiliencechat
Side-note: I am having to be prepared for my computer malfunction. I think though, that I may have it under control. (Talk about resilience!!! Geesh!!!) #resiliencechat
I’m here, kind of. Was preparing part of today with a team of Ed Admin Prepping for our #ACSANorthStateConference that will be held in May 2019! #resiliencechat
A2: The benefits that I have seen from teachers that are prepared is that they know what they are doing and there are no awkwards pauses. In my case I am clear and concise when I speak especially if I’m and really prepared. #resiliencechat
A2 - One benefit of being totally prepared is that you have thought through the lesson thoroughly and have a clear target of what you want students to learn and the direction you want to take them. Another benefit is that you have your materials prepared. #resiliencechat
When things are too scripted the interaction may become too limited, less authentic, and less engaging in an organic manner. Planning is important, yet, the moment of learning cannot be contained, and might present at minute 1, 10, 30, or 55! #resiliencechat
A2: One benefit that I have encountered is that the better prepared you are as a teacher the easier it is to manage behavior--and yet when there is spontaneity, that too can engage students. So it's a bit of both at times... #resiliencechat
When I taught my sweathogs, I put up with a lot of their bad behavior. This one time, however, I threw this book down with a lot of force. Took them aback. #resiliencechat
Q4: Think of a time when you were called upon to present something and you were not totally prepared. Can you share what happened & what you learned about yourself or others? #resiliencechat
(2/2) I left a couple things out. But after I learned that I should prepare something even thought it isn’t asked. But when you are in a position of power, no one really corrected me except the president of Leadership. #resiliencechat
In reply to
@saratruebridge, @FSUSD_ECHS, @theechsvoice
A3- One drawback is when the lesson is scripted, you do not leave room for teachable moments and spontaneity. Lessons should be driven by student interaction and response. #resiliencechat
...and seeing things from others' eyes and perspectives is SO important. It's a part of being empathetic that we try to impart to our students. It is so important for us to model it as well. #resiliencechat
Q3) Planning is essential; plans are useless. I write few notes down in preparing to speak, but I make sure I’ve talked my way through the material in my head over and over from every direction. Easy to riff when you now the context well, and I prefer to riff. #resiliencechat
A4 Back when Gorsuch was coming up for a vote in the Senate, there was the People's Filibuster. I was asked to speak at the event in Chicago. #resiliencechat
#resiliencechat A3 I see zero drawbackson preparedness though I leave space for spontaneous interactions too. But I mind the track carefully. Time is always a scarce resource.
Great point. Depending on the audience, and or circumstance, and your over ll knowledge of the content being delivered, some may go with it, call you out, or simply be astounded by your #resilience in action. #resiliencechat
(2/2) I left a couple things out. But after I learned that I should prepare something even thought it isn’t asked. But when you are in a position of power, no one really corrected me except the president of Leadership. #resiliencechat
In reply to
@saratruebridge, @FSUSD_ECHS, @theechsvoice
A4 I prepared a brief speech. Despite the fact that I was the last speaker and that I followed a well known politician, I did quite well. #resiliencechat
A5: From my understanding of the question, one could engage the audience to ask questions or you could do a check your understanding type thing where it engages the audience as well as yourself. #resiliencechat
A5) If it’s technical, follow the script. You don’t see mission control improvising during a launch. It’s binder after binder of scripted sequences with decision points. Also, if it’s someone else’s baby and you’re just helping- do it their way. #resiliencechat
#resiliencechat A4 I was meeting a regular client. He had complex needs for his project. I asked questions when I was asked to present a solution. I explained that some things cannot be best expressed in presentations from experts. Gave him 5 ways to skin the cat later.
#resiliencechat A5) I think the introduction and closure should be very well prepared. It allows an educator to begin and end with a purpose. How you achieve those goals in the middle is often where the "magic" occurs if you listen and are open enough for it to occur.
A5 - I teach Leadership for Life and many of my lessons involve student input and problem solving. If I need students to reach a clear cut conclusion, I have to limit them offering their opinions especially if it is something they must learn. Lessons are scripted #resiliencechat
A3) Hear, hear! To me, planning is preparation. Start with the end in mind and you will allow for spontaniety and creativity. It allows for creativity as a teacher to be able to respond to questioning because of your intimacy with the subject. #resiliencechat
Q3) Planning is essential; plans are useless. I write few notes down in preparing to speak, but I make sure I’ve talked my way through the material in my head over and over from every direction. Easy to riff when you now the context well, and I prefer to riff. #resiliencechat
#resiliencechat A5 If there is no room for spontaneity, create an alternative for a later time when the feedback can be entertained. For a strict session, practice practice practice for smooth flow. One more time.. practice.
A6- In this same class, when critical thinking is a must in order for them to come up with their own ideas and solutions, my lessons are more spontaneous. Sometimes their solutions lead to the next task/problem. #resiliencechat
A6) In my classroom there is always a time for improvisation with movement, instrumental performance and vocal performance. I often call it "kid's choice!" My instrumental group is working on improvisation on recorders and percussion currently. #resiliencechat
A7 - I am going to tell my colleagues about this Twitter Chat of shared knowledge and invite them to join us next time. Have a great day tomorrow everybody! #resiliencechat
A6) I’m a math teacher. Most lessons should involve spontaneity. It’s in that loosely defined area that students try, fail, and retry. It’s where multiple pathways and critical thinking live. It’s the most fun part of facilitating learning. #resiliencechat
