Decision-Making Log

Reflection
January 29th Decisions

Payton Shays
Decision-Making
Log

P.S.
Sorry it’s on
paper, I wasn’t
thinking
ahead!
 Decision-Making Process
Types of decisions:
● Different class period decisions
(some are further ahead, some
require more differentiation)
● Lesson Prep Decisions (what to teach
and how to teach it)
● Coaching Decisions (practice,
games, banquet, etc.)
● Decisions about students
(punishments, behavior, etc.)
Who assists in decision making
➢ Sometimes solo decisions, sometimes intervention
specialist and classroom aides help
➢ Sometimes solo decisions, sometimes require help
from either IS or other middle school ELA teachers
➢ Often requires help and ideas from my two assistant
coaches and the 7th grade coach. We often make
decisions together as a team
➢ Student decisions often require immediate
response/action so they are mine alone to make
 Decision-Making Process; Cont.
Process
I feel as though I don’t put much thought into my decision making process. I mostly either rush to
decisions or think about them way too much. With most classroom decisions, I tend to make decisions in
the moment based on the information I currently have. When it comes to coaching decisions or lesson
planning, I am more thorough since I normally think through them before having to decide. In class
students often require immediate decisions to be made and often don’t give as much respect to a teacher
who doesn’t make up their mind (in my experience so far). Whereas with coaching I come to a decision
with the help of the rest of the coaching staff. I often bounce ideas off of them and we decide as a group
what is best rather than me having to do it on my own. It feels mostly like daily classroom decisions rely
on me alone; however lesson planning decisions, coaching decisions, and some student decisions allow
me to get feedback from peers and co-workers first before having to come up with one. I am a big
proponent of getting help and assistance from others in order to make the best decision. The only
downfall to this is that sometimes I think too far into it and struggle more to make a decision based on my
own ideas.
 Decision-Making Strengths
Class Period Decisions
● I excel at making proper decisions when
it comes to responding to student
questions about work, music, etc.
● If students don’t finish or finish early I
often make quick decisions about where
to go next with class when it doesn’t go
as planned which keeps my classes
organized
Lesson Preparation
● I created a specific curriculum
map with our DOC in order to
guide me in what to teach and
when to teach it. My lessons are
well thought out.
● I have gained good knowledge on
time that specific things take and
often plan proper amounts of work
for each period.
Decision-Making Strengths; Cont.
Coaching
● Collaborating with other
coaches and making the best
decision for the situations at
hand.
● As assistant AD I know lots
of info to guide me in the
correct choices when it
comes to dealing with
difficult players/parents.
Student Decisions
● I succeed in reflecting on
decisions I make. If I
have to make a quick
decision and don’t like it
later on I try to make it
right any way I can and
do it better the next time.
 Decision-Making Challenges
Class Period Decisions
● I struggle to decide on or choose
the proper punishment in split
second decisions during class
● I often let my mood dictate my
decision making with many in
class decisions rather than what is
best for all
Lesson Preparation
● I too often focus on if the
students will “like” the lesson
rather than if it will benefit them
educationally.
● I don’t always make lessons as
specific as I should because I
worry the kids will not like the
specifics and then they end up
not following directions.
Decision-Making Challenges; Cont.
Coaching
● I often make decisions that
are to my benefit rather than
my players (like canceling
practices).
● I need to have more of a plan
to follow for practices rather
than just deciding in the
moment what to work on.
Student Decisions
● I often struggle with
disciplining students in the
moment. I react with emotion
rather than thought out
decisions. Often when I have
time to reflect I think of other
alternatives I could have
done.