This is again hard for me to write about with personal experience as a speech therapist not a teacher. But I guess it is similar in that I am asking myself these questions:
Did my students understand and take away from the speech session any learning?
Was my planning and then lesson functional for my students?
Where do we go from here? What is the functional purpose of this lesson?
As someone who works with very disables students I always ask myself is this a waste of their time, what are we doing this for, what is the benefit for my students? Can I justify what I am doing with sound therapeutic data and can I explain it the rationale to the families of my students?
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2 comments:
I empathize (can I really empathize since I do teach a certain topic?) on how you feel in regard to answering such a question. However, I do believe those key questions you ask is percisley the questioning good professionals should do. You do make a difference, and keeping those essential questions in your sessions, can help focus on making that difference in the student's life.
I think you ask yourself great questions after every lesson. You are self-reflecting and assessing your curriculum in order to adjust and improve it. I remember an undergrad professor telling us about a teacher who's lesson plans always ended with "RRR". The professor ignored it for a while just thinking it was some personal notation, but after some time he finally asked for the meaning. The teacher responded that the letters meant "reflect, reflect, reflect."
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