Timming Lessons and S.O.P.

planning, Reflection and

classroom paper
Posted by Kriss Jackson-Harper on Saturday, 22 November 2014 - 07:06:55 PM
I wrote this for reflection assignment for one of my classes here at Islandwood.
My article Timing Tasks, Moving from Middle to High School, Play and
Exploration. It was written from the perspective of science teachers who explored the
importance of utilizing student learning to its maximum potential when you are
planning lessons with the amount of time you have available. Time is of the essence
and it is a valuable resource, because each moment can be a new learning
opportunity. Many teachers wish they had an algorithm which it would allow them to
properly estimate the amount of time it would take for students to complete each
activity or to complete a lesson, but it can be difficult to calculate a plan because time
runs out so quickly. Specifically, unusual circumstances may arise during the lesson;
such as, an emergency, an unplanned fire drill, an assembly, or when students are
disengaged with the lesson, or when students are experiencing an insightful
conversation that relates with the learning objective. Most importantly, this article
provided insightful reasons about treating time as a valuable resource especially
when planning the S.O.P. curriculum for the upcoming teaching week.
This article suggested several techniques to help teachers to utilize their time
effectively and it can be applied with instructors planning their S.O.P. lessons and
theme throughout the week. Specifically, instructors should estimate the length of an
activity and to monitor the amount of time while teaching the lesson so you are not
rushing to complete a lesson. It is difficult to keep track of time while you are in the
flow of teaching, because unplanned circumstances may arise during each lesson
including: deer sighting (that happened during my solo walk this week), the amount of
time it takes to use the restroom and to ensure that their water bottles are filled with
water, to pack all of my belongings inside my backpack, or dealing with a high energy
group of students who have the wiggles constantly; many of them are so unaware of
how their energy impacts the learning community (this was my specific teaching
challenge I had as an instructor this week of November 17 November 20) while at
the same time expressing my expectations in a positive and an affirming way.
This article provided a solution. We must value time to create meaningful

learning opportunities. It suggested that teachers must set clear expectations on day
one and to create routines so students know when it is time for them to transition into
a new activity. They need routines and they need individual cues which it will help
them gather their supplies when they need it quickly. Routines are difficult to establish
especially when we have these students for such a short amount of time. Creating
routines will eliminate unnecessary time wasters.
It a good rule of thumb to review important vocabulary terms or concepts when
you find yourself finishing an activity earlier than expected or when a student finish an
activity early. It is also vital for instructors to write down the connections students
made for the day and the different types of questions they asked during the lesson so
you have the ability to address it in future upcoming lessons. It would help them
remember the lesson by activating their prior knowledge from the previous lesson.
Another strategy is to not have a planned lesson scheduled for one day in particular
so you can use that day to catch up on a lesson or you can use that day for review.
(Mentor)

Bibliography
Mentor. "Timing Tasks, Moving From Middle to High School, Play and Exploration." 2014.
NSTA Reports.
http://web.b.ebscohost.com.offcampus.lib.washington.edu/ehost/pdfviewer/pdfviewer
?sid=25c853e6-ebb3-4086-93d04e0993ccbdc9%40sessionmgr198&vid=5&hid=106.