Purpose Statement
To be "there"
implies there is something I want to be there for, or, at least, might want to
be there. Classrooms are a function of interest and interest involves proper
rest and food, ventilation, subject matter and its presentation, trust of self
and others, laugher and stretching, to name a few environmentals that will
never always balance.
Description of Activity
I agree with Barbara that 15 to 20 minutes is about the
end of the span. Knowing that, I have some guideposts:
1. The old grammar school, how's the weather in here? Too hot, too cold?
2. Am I really prepared to make this presentation my best?
3. Is the material worth presenting? Have I been selective enough.
4. How's my trust level with my students? No trust, less attention. Are they
here just to get what they think is required or to learn?
5. How's my presentation/presence? Do I look good enough to be listened to
seriously?
6. What is the mood of the class on any given day and how do I work with that
to maximize the learning experience?
7. Is my presentation ready to dip and dive, rise and fall, vary as needed?
8. Do I really care about the subject?
Materials needed
Nothing materially
special.
Application
If I have answered the
questions under Descriptions then my applicantion must be sensitive to each.
By continuing to engage students in the discussion by balancing lecture and
classroom participation I establish a rhythm that on a deeper level 'demands'
attention. Where are you going to go when others are involved? But all the
guideposts in the world will not stop the lag every day.
Humor by all helps but when all else fails, we stretch. By getting students out
of their seats for sixty-seconds of stretching, the blood flow changes and
attention is readjusted.
The students and I think it's a little strange, but it works.
this web page was created
on 11/6/99 at 9:53:48 AM
and modified on 11/16/99 at 11:15:06 AM