I’m evaluating learning.
I’m doing constant formative assessment as I work with students
individually or in a group. What do they know? Where in the process are they
stuck? What misconceptions are blocking their understanding of this new
work? Will their grasp of this material be a sufficient basis for the new work
I know is coming up next week?I’m evaluating teaching.
Which of the strategies I have for teaching periods and capitals is working best for these students today? What should I change in my tutoring?
I’m thinking about the long term and the short term.
How does this lesson on periods and capitals fit into my plan for helping students improve their writing? What connections can I make to show students how things fit together in the bigger picture?
I’m paying attention to emotions.
I look for behaviours that indicate what my learner is feeling: Is frustration making it impossible to concentrate on the work? Is she finding joy and satisfaction in doing something she couldn’t do yesterday? Is response to stress is causing her to disassociate?
I try to find some way to express or deal with the emotions that are
impeding learning, and bring forward those that are conducive to
learning. I watch my own emotions, too, because they affect my teaching, and my
students’ learning.
I’m solving problems.
Every minute, as they come up. Many things new and different every session.
I’m refusing to be bored.
If I’m bored, something is not working. I find out what it is, and fix it.
I’m engaged.
My students respond to me, not because they like me, but because I’m teaching! …and because they’re learning.
