| In their first year(s) of teaching, new teachers typically | | | | Of course, you can only be flexible if your lesson is |
| want to stay in control 100% of the time and easily | | | | thoroughly prepared and only if one particular lesson |
| become upset and discouraged when their students | | | | fits nicely in the chain of lessons you've taught before |
| do not cooperate. | | | | and are going to teach. |
| These reactions are legitimate but they also show | | | | I'm not talking only about spontaneity here: that comes |
| new teachers' lack of confidence, which is quite | | | | with practice. With a well-planned lesson that allows |
| legitimate too. | | | | for little or no lulls, you are much more likely to go with |
| We as teachers, should constantly reinforce the fact | | | | the flow than a lesson plan that is not tight enough. |
| that we and only we are the bosses of classroom | | | | Each lesson is only part of an entire whole which you |
| situations and whatever happens. Any unanticipated | | | | build consistently when teaching a particular class. |
| outcome depends on our vision of how to go about | | | | And remember this - even if this lesson is slightly |
| dealing with it: should we ignore the situation and go on, | | | | different from other lessons and your original plan (due |
| or should we take advantage of it by making it a | | | | to certain circumstances), it is still part of your teaching |
| learning experience for both us and the students? | | | | system and style which distinguishes you from other |
| As I've said before: the key words "flexibility" and | | | | teachers. |
| "playing by ear" should be a motto of each new | | | | So have a flexible lesson plan today! |
| teacher. | | | | Try it! |