02262018, 06:04 PM


Interesting the concern of informers is "how much" as opposed to "how well". In other words, effective teachers do not stop at minute 15, minute 20 or minute 10 and say, "Okay class, according to the clock you have all learned so pass your papers in." Effective teachers are concerned with performance as the determining factor of "how long" to keep teaching. With that being said, have you ever started a lesson and canned it, realizing what you planned was not the correct delivery (I have)? And have you ever planned a lesson for 1520 minutes and, due to students' interest and engagement, extended it by adding an extra skill or concept?
Suppose a teacher does a direct lesson for 45 minutes and the entire class including the bottom third are engaged, able to demonstrate mastery by performance and discriminate error when given a quiz. Suppose another teacher directs the same lesson for 15 minutes and at the end 80% of top students demonstrate mastery while 10% of the bottom students are able to perform and the middle of the class is at 60%. Which lesson would you say is more effective? Students are not cans of fruit cocktail coming down the assembly line where production can be measured by the number of cans stacked on a pallet in 15 minutes.
