Having given some thought to the way my first “dry run” went, I decided to make some adjustments. I also had a gratifying and validating discussion about these changes with one of our fearless Jedi leaders, Sara. I determined that I had allowed my natural, convivial manner to overrun the lesson plan I had chosen, and that I needed to concentrate on what was lacking (steering the direction of the exchange) my being more didactic in my approach and lend more of a lecture style to my instruction. While not abandoning my “authentic self” as I so lauded in my response to “The Courage to Teach” article to which we responded, I wanted to challenge myself to distance myself somewhat from the conversation in order to meet the goals of my lesson plan. Also taking a suggestion from our meeting that followed the initial session, I decided to make a rigorously organized lesson plan (even if it does only cover ten minutes). I had also determined that the practice of technique would require narrowing my focus as closely as possible, so I chose to focus on a lecture based format that would only cover a small facet of what we will actually be attempting to convey. I also resolved (this time) to go entirely low-tech. Using Scout and speaking at the same time was more of a challenge than I had previously anticipated. This is certainly a balance I want to address, but first I prefer to move out of my comfort zone on a more personal basis. I realize that I enjoy technology not only as a useful tool, but am also tempted to use it a buffer, and tend to get bogged down in technical rabbit holes. This is fine for exploratory sessions, but for the purposes of our experimentation, I think it is most important for me to get ahold of time management and sticking to the subject intended for the session.
As a side note I greatly enjoyed today’s observation of Karlie and Brett’s wonderful co-teaching session. They set the bar high.