- What the #@$& are we doing?
- Why the #@$& are we doing this?
- Where the #@$& is this class going?
A couple weeks ago, I blogged proudly about assessing students' understanding orally. Today, about halfway through period 2, I realized that I just can't sustain it. This was my 3rd attempt, and I never make it through the entire class list within 40 minutes. I have 6-8 more students in every class to assess tomorrow, plus a few others who really didn't perform well today and will be asking to make corrections. It's a 3-alarm dumpster fire of a problem. This failure is disappointing on many levels, not least of which is the shame of trumpeting a useless strategy....
Maybe teachers of other disciplines don't struggle with this, but I often find it difficult to prioritize my teaching topics -- what is truly essential and video-worthy? vs. what are the high-order levels that should stay in the classroom? There are so many topics & sub-topics to each period of American History ... more than I expect for 9th-grade algebra or 7th-grade chemistry, but perhaps I'm totally off-base about that.
I'm just going to end with that for now. My legs hurt. The kitchen smells good and I want to go to there.