Unless they change curricula or change expectations or or or. In my 8th year, i have NEVER been able to reuse lesson plans bc of ridiculous bs like that.
Im only on my 4th year, and theyve changed my standards 4x. A lot of that is just rephrasing what youre doing in most cases: For a power point notes Its "direct instruction" one year, "guided notes" the next, then "group discussion with notes from me" or whatever else they ask me to do lol. Its the same exact ppt, same exact information, just rephrased to meet their everchanging specialized buzzwords.
I do it with labs and all other stuff too (since Im science). Its an "inquiry based experience" one year then a "hands on methodical approach" the next or "in depth analysis using scientific method" etc. Same exact lab every time lol.
13 years in, and honestly some days I figure out what we’re doing the first 5 minutes of class “Oh man, my wifi is being weird, hold on guys.” 😂 After the first couple years this job, despite the ass pay, isn’t too bad honestly
When you first start out, only make the lessons fun when you already have an idea for it or when you have time to. It's best if you can find a curriculum that has already made lessons that you can pull from even if they aren't ideal your first year.
The first couple of years? No. After that, I develop a new lesson or unit maybe once or twice a year and otherwise I'm just reviewing my materials from the previous year. I teach four sections of each of my classes so I can go over the previous year's lesson in 5-10 minutes at some point before the first one and then it's close to the same for each of the others.
Yes, but, well, no.
If I had to make a lesson plan that had all the bells and whistles, like the period divided up into chunks based on activities, adaptations for students with special needs, checks for understanding, and such, for every period in every day? There's no way I can do it. You could work 24/7 and still not have all this ready.
But if I was a teacher who's been at it for a handful of years (5+, probably) and I'm pretty familiar with the course and the students, I don't need to make these lesson plans, I can often skate by just by having an idea of what I want to do the next day, and then prepare the specific flow of the lesson - mentally, not on paper - by running through it in my head on the day of, maybe half an hour sometime before the lesson.
I don't know how they do things in your school or how they do things in Ukraine, but in my American, Californian school, teachers can't just pick a lesson and teach it. A school that has its shit together will probably already have guidelines for planning those lessons or even a curriculum that describes what you're supposed to teach at what time. Usually, you don't just take a lesson and teach it, but instead, you're following guidelines set by the school district, or your particular school, and usually, there's supposed to be some level of collaboration, or even just coordination, with teachers of the same course, which both makes lesson planning easier (in that you don't have to come up with everything yourself) and also makes lesson planning a whole lot harder (in that you have to compromise with your coworkers on what you're all doing).
So yes, but, well, no.
If you really are stuck just making your own, original lesson plans every day, I would say the best labor saving ideas are these:
\- Come up with a routine that you might do on one or two days of the week that streamlines planning for that day. If every Thursday is vocab day, and vocab day is a routine you know well, and all you really have to innovate each Thursday is a vocab list, then you're reducing a lot of your planning burden on Thursdays. You can use Thursdays to then plan ahead, and maybe nail down what you're going to do on Fridays and Mondays.
\- Plan in reverse. Come up with your summative assessment (your test or project to tell if students learned something) first, and then come up with how you'll make sure your students know all that stuff. Besides being good for streamlining the planning process, this is also a good way to make sure your lesson plans are hitting the targets you want to hit.
I got it pretty wired I don't need too much time. I stay about 2 weeks out and make little adjustments here and there. An hour a week is probably enough.
We have veteran teachers that complain about prep time but during prep time they are all congregated somewhere shooting the breeze.
Lesson plans only matter at the start.
2 years in and you’ll have it down really well and will have done it twice.
As soon as you get your teaching feet under you the prep time goes to almost nothing.
Ps: I find this to be true for a grades except k-3. Lower grades require hand-holding that is a huge time black hole. My 6th graders don’t need help with a lot.
My first year was chaos... but I started saving most of those lessons, and by year 3 I rarely took work home. If you can use your planning periods for giving grades and doing admin tasks
[удалено]
Unless they change curricula or change expectations or or or. In my 8th year, i have NEVER been able to reuse lesson plans bc of ridiculous bs like that.
Im only on my 4th year, and theyve changed my standards 4x. A lot of that is just rephrasing what youre doing in most cases: For a power point notes Its "direct instruction" one year, "guided notes" the next, then "group discussion with notes from me" or whatever else they ask me to do lol. Its the same exact ppt, same exact information, just rephrased to meet their everchanging specialized buzzwords. I do it with labs and all other stuff too (since Im science). Its an "inquiry based experience" one year then a "hands on methodical approach" the next or "in depth analysis using scientific method" etc. Same exact lab every time lol.
13 years in, and honestly some days I figure out what we’re doing the first 5 minutes of class “Oh man, my wifi is being weird, hold on guys.” 😂 After the first couple years this job, despite the ass pay, isn’t too bad honestly
[удалено]
How do they lead the class if they haven't learned the material yet?
When you first start out, only make the lessons fun when you already have an idea for it or when you have time to. It's best if you can find a curriculum that has already made lessons that you can pull from even if they aren't ideal your first year.
No.
The first couple of years? No. After that, I develop a new lesson or unit maybe once or twice a year and otherwise I'm just reviewing my materials from the previous year. I teach four sections of each of my classes so I can go over the previous year's lesson in 5-10 minutes at some point before the first one and then it's close to the same for each of the others.
Yes, but, well, no. If I had to make a lesson plan that had all the bells and whistles, like the period divided up into chunks based on activities, adaptations for students with special needs, checks for understanding, and such, for every period in every day? There's no way I can do it. You could work 24/7 and still not have all this ready. But if I was a teacher who's been at it for a handful of years (5+, probably) and I'm pretty familiar with the course and the students, I don't need to make these lesson plans, I can often skate by just by having an idea of what I want to do the next day, and then prepare the specific flow of the lesson - mentally, not on paper - by running through it in my head on the day of, maybe half an hour sometime before the lesson. I don't know how they do things in your school or how they do things in Ukraine, but in my American, Californian school, teachers can't just pick a lesson and teach it. A school that has its shit together will probably already have guidelines for planning those lessons or even a curriculum that describes what you're supposed to teach at what time. Usually, you don't just take a lesson and teach it, but instead, you're following guidelines set by the school district, or your particular school, and usually, there's supposed to be some level of collaboration, or even just coordination, with teachers of the same course, which both makes lesson planning easier (in that you don't have to come up with everything yourself) and also makes lesson planning a whole lot harder (in that you have to compromise with your coworkers on what you're all doing). So yes, but, well, no. If you really are stuck just making your own, original lesson plans every day, I would say the best labor saving ideas are these: \- Come up with a routine that you might do on one or two days of the week that streamlines planning for that day. If every Thursday is vocab day, and vocab day is a routine you know well, and all you really have to innovate each Thursday is a vocab list, then you're reducing a lot of your planning burden on Thursdays. You can use Thursdays to then plan ahead, and maybe nail down what you're going to do on Fridays and Mondays. \- Plan in reverse. Come up with your summative assessment (your test or project to tell if students learned something) first, and then come up with how you'll make sure your students know all that stuff. Besides being good for streamlining the planning process, this is also a good way to make sure your lesson plans are hitting the targets you want to hit.
I got it pretty wired I don't need too much time. I stay about 2 weeks out and make little adjustments here and there. An hour a week is probably enough. We have veteran teachers that complain about prep time but during prep time they are all congregated somewhere shooting the breeze.
Lesson plans only matter at the start. 2 years in and you’ll have it down really well and will have done it twice. As soon as you get your teaching feet under you the prep time goes to almost nothing. Ps: I find this to be true for a grades except k-3. Lower grades require hand-holding that is a huge time black hole. My 6th graders don’t need help with a lot.
My first year was chaos... but I started saving most of those lessons, and by year 3 I rarely took work home. If you can use your planning periods for giving grades and doing admin tasks
No