I am a constant tinkerer. That might be a character flaw.* I rewrite or finalize many lesson plans on my 20-minute drive to school. What's the best way to start today's class? How can I perfect the formative assessment or exit ticket? Should I shift the due-date for that assignment? This quality makes me more likely to consider ditching a project, or part of a unit, or an assessment. Flexibility is good and healthy, but I also know it must be tempered by some consistency. Sometimes I need to just give something a try, and it might turn out better than I feared/expected.
* It is.
Last night (as usual with eduTwitter chats!), I felt reinforced by the colleagues who also experience this to some degree. The consensus seemed to be that as long as we tell students why we're doing what we're doing -- even if that means scrapping a major task -- then they will most likely accept it and understand. Perhaps if I'd heard such transparency from teachers in my youth, then I would be a better educator. I just needed better role models....
[3rd #flipblogs of the week!]