Well, it’s done………..the lesson plan, the pre-observation conference form and all the materials for my formal observation are finished.
When I heard last week that some of my colleagues had spent upwards of 10 hours on this ONE lesson, I thought that they were going a bit overboard. I couldn’t imagine that anyone would spend that much time on a plan for a 40 minute observation. Well, I didn’t spend 10 hours, but my estimate is that I spent about 6 hours on mine.
Why? Well, it’s not necessarily because I’ve planned something more elaborate than anything I would “normally” plan to do……… in fact, my observation will be during a period when my students are working through some Math Centers – mostly games! I will not be the “sage on the stage” – instead I will be walking around watching them play the games, guiding them, and pretty much keeping some order to the classroom. I figure that this will either kill me or make me some sort of “hero”………it’s a gamble I suppose.
And, let’s get one thing STRAIGHT…… I don’t want to be “hero”! I just WANT TO TEACH! I want to do what’s FUN and MEANINGFUL……..not what some stupid rubric calls “highly effective”. I want to do what I KNOW is developmentally appropriate for each and every one of my students. I want to guide them to their fullest potential while they’re in my classroom. I want to be in a school where there is actually TIME for free play, exploration, and things that I miss so much – like putting on Fairy Tale plays for parents.
Why did I spend so much time on THIS ONE PLAN? Well, there’s pressure – the pressure (or fear) to get a “good grade”. There’s the pressure to fill out all the paperwork ‘correctly’, and since this is the first time working with these forms, there’s the pressure of not knowing exactly what to expect. In my heart of hearts, I KNOW that I’m a good teacher, but it is nice every now and then to have that validated – and this is my ONE SHOT at getting that validation.
So, I came up with the games that will be the Centers. I made the sheets where my students will record their work. I have everything set to go, and on any other day I would go through these with my students bit by bit, piece by piece and it would all be very relaxed and FUN! We would work out the kinks together – with me getting their input on what games are fun and which ones are “boring”. BUT – this time I want it to all go as perfectly as possible. And while I know that isn’t going to happen, I’m already stressing over what I imagine could go wrong…….the thing that could sink me.
The paperwork was not difficult to complete – heck, I KNOW what my goals are, I KNOW what I want the students to do, I KNOW how it fits into my ‘big picture’, but there is pressure to put it all on paper perfectly. I had to: describe the lesson content, explain where it fits in my curriculum, tell the ‘big idea’ of the lesson, explain how I would differentiate and actively engage the students, list my criteria for success, describe the feedback I will give my students, and tell what examples of student work I will bring to my post-conference. That’s just the Pre-observation form! On the lesson plan, I had to list my objectives, tell which standards I’m aligning with, describe connections with prior and subsequent learning, list all the materials, give all the academic vocabulary, provide class data, give my success criteria, detail my assessments, describe my learning activities, and list possible adjustments to my lesson.
My observation is on Thursday, and already today, the familiar stress-induced ache in my left shoulder reappeared today. I know this feeling well – I’ve had it a lot this year. So, I’ll spend the days up until Thursday losing sleep, obsessing over this ONE lousy period, popping Advil for the shoulder, and in general being on edge.
I still have the “unannounced” observation to look forward to. This is not a time when my Principal comes in and takes a look at what happens in first grade. Unfortunately, this is a time when my Principal comes with a clipboard and a form and checks off any items for which he can find “evidence” of my teaching ‘skill’ and then gives me a score. More PRESSURE!
AND………..before June, I have to collect 18 “artifacts” of my professional conduct – parent communication, evidence that I’m involved in Professional Learning Communities, evidence that I’m involved in the school community – you know, that I actually do something other than work from 8-3 for 180 days, and evidence of my continuing professional development. These items have to be submitted for another score. More PRESSURE!
Of course, all of this doesn’t mean a damn thing if you get rated “Ineffective” based on student test scores – because in NY, 40% (the student test score portion of your evaluation) actually equals 100% of your evaluation- you’re simply “Ineffective”. PRESSURE!
Now, imagine yourself as a 6 or 7-year-old coming to school this week to a teacher who is already feeling anxious about something that’s going to happen on Thursday.Do you think this teacher will be the same carefree, high-fiving teacher you left on Friday? I doubt it. Try as I might to NOT let my anxiety overtake me, I’m sure that I will be short-tempered – fearing that “normal” 6 and 7-year-old behaviors are going to somehow affect me.
Imagine that you are 6 or 7 and every day is like this – teachers on edge, information coming at you at break-neck speed. There is no time to PLAY (which is what you really want to do) and hardly anyone at school smiles any more…………and YOU feel the PRESSURE too – take this test, read this book, solve this math problem, read another book, but please read it faster this time, memorize your math facts, learn your sight words, take another test……..wouldn’t your inner child be screaming “STOP IT!”? Wouldn’t you have stomach aches and headaches? Wouldn’t you cry? Wouldn’t you want to stay home?
And just when you think that maybe, just maybe, you can shield your students from some of this – it’s BUDGET TIME! Get those requisitions done! PRESSURE! We may be cutting teachers – what do YOU think could go? PRESSURE! There may not be electives for your high school aged child next year – what do you do as a parent? PRESSURE! Your friends and neighbors go to the school board meetings and name the names of teachers that they feel should go. PRESSURE!
Maybe that’s the goal – to put so much PRESSURE on veteran teachers that we’ll just go away……at this point, I don’t know any more…….I just know that the PRESSURE will increase until June. Then I’ll have a few weeks to get over it and jump back into the PRESSURE COOKER……..