Reflection #3: Brainstorming

          Think of a lesson as the presentation of a connected mass of new information!  A lesson is not a lesson because it fills an allotted period of time.  A lesson is not a lesson because a textbook so proclaims it. A lesson is a cohesive body of information that you are endeavoring to pass on to your students. On a given occasion, for instance, your class period might consist of two or more short lessons; or a single “lesson” might take several days to accomplish.

          Begin by brainstorming all of the possible ways you might go about presenting the material.  Frequently a teacher employs a strategy/technique which is a cookie cutter copy of that instructor's own educational experience (“Progeny tends to recapitulate the characteristics of its ancestors”); but if you allow your mind to take a small side trip, you will discover new and effective ways of engaging your group of young minds.

        Once you have brainstormed all of the possible approaches you can think of, select one that appeals to you. Consider the makeup of your class, your own talents and bents, its effectiveness in presenting your idea, and so on. After applying all of these criteria, choose an appropriate way of presenting your lesson.  (Only time and experience can identify the variables of the time of day, personality of the class, weather conditions, and the gross sugar intake of the past hour which may all have a significant bearing on your planning.) Having considered all of the variables within your ken, ponder all of the materials, supplies, and equipment which effective presentation will require. (This in itself might determine, to some extent, your choice of strategy.)

        When you begin your career, you probably will want to use some sort of pre-planning worksheet to keep tabs on yourself. Later, when you have executed the lesson, staple the pre-planning form to the lesson plan along with a comment memo; file it (possibly in a binder) for possible later use.

           Although the process will seem ponderous at first, you will gradually find yourself doing some of this pre-planning in the car, over the sink, or while pushing the lawnmower; but, for now, submit yourself to the discipline of actually keeping notes.  Those pre-planning notes which accompany a lesson plan, together with your “de-briefing” notes, will stand you in good stead the next time you teach the same material.  If you planned well the first time, you will have laid the foundation for a good lesson another time, making only minor changes to accommodate the variable of a different time and a different class.