A former colleague and new-to-grade teacher recently asked if I’d share my plan book with her. I was, of course, flattered by that request and, since planbook.edu hadn’t yet disabled my account (retirement = less out-of-pocket spending), I was happy to send her a PDF of my old book. With footnotes. Why?
Well, I realized as I looked at the attachment I was sending that throughout the year, my plan book changes in content and context. Quite drastically actually.
Like most everyone, at the beginning of the school year, I focus on routines. The required “I can” statements and goals and objectives reflect that. Then as I begin to know the students more, those statements become more language-based and focused. Adjustments like this are natural to see. As a teacher learns more about what the students need, the focus shifts to the academics and meeting curricular goals.
As I flipped through the year I also noted when something that caught my attention during professional development was incorporated into planning. The structure of the day – the schedule of what happens when – morphs to fit what is more comfortable for my students and for me.
Yes there are immovables; Special Education schedules can rarely be changed once they are set at the beginning of a school year. Still tweaking and changing to accommodate what flow is best for students is an ongoing process.
My comment as I sent the attached plans off? Looks like by the end of the school year I finally got it right. Or at least close to something we all could live with.
How do you plan for that? I’m thinking, you don’t. You go with the flow.