Clear and Simple

As our semester zooms by, many of us will have a day where we just aren't that prepared, we default into cruise control, and our class transforms into something very different than we had hoped for. If you are creative enough, then your class might never know the difference; but real problems can arise when students don't see a clear connection between what they believe should be taught and how it is actually presented. Although most students will never say anything, there are usually a few who can turn an unprepared lesson into a classroom nightmare.
Nobody wants their lesson to fall apart while standing there in front of students, but it occasionally happens. At first students might sit there quietly, staring at you wondering what in the world you are trying to do. You get nervous and forget things. Maybe you even begin teaching something for another class or swear you have given them information or an assignment that you actually never gave. Before you know it, students begin questioning you, the teacher. You become defensive. You question yourself. You lose confidence. At that point everything can just come crashing down and you feel like surrendering and calling it a day. You are not alone if this has ever happened to you.
Another scenario is when you feel that you have some wonderful last minute idea that only you really understand. In your mind there is a clear connection between geology and watching a film like Land of the Lost; and although your students might be entertained, they might also be completely unaware of the connection you are trying to make. This can become a real problem.
In either instance, some students might feel the need to talk with an administrator, which can lead to a big hassle. Even after things are resolved the incident still happened and it has likely taken a toll on your teaching. That isn't good for you or your students.
A simple way of avoiding miscommunication between your intentions and an actual lesson is to clearly state a lesson's objective and how an activity relates. This is where writing comes in handy. You can have students write a reflection on the experience or have them brainstorm ideas related to the lesson. Sometimes we use materials, show films or television shows, or give Power Point presentations to build background knowledge.Again, be sure to state the objective and have a writing activity planned for students to tell you what they have learned in the context of the larger lesson. If you show a film, use writing as a means for students to show that they learned what you wanted them to learn. If they didn't, then you know you need to revise the lesson. If it worked well, then you get to build upon that success.
Hopefully, your lessons go well even if they don't turn out exactly as you might have wanted. Allowing students time in class to write about what they have learned is a great way to check that everyone is on the same page when it comes to your lessons. So take some time to have students tell you in their own words what they have learned. You just might be surprised at what they have to say.

Have a great week.

Michael Wickert