Tag Archives: lesson plans

Advice for New Teachers: Striving for Balance

When Jacob and I sat down to talk yesterday, I could see that he had on his desk a stack of papers to grade. With the first two weeks of classes behind us, we have both given quizzes–quizzes that must be graded. I realized that we needed to talk about balance–specifically, balance between his professional and personal life.

The first time teaching a course in your first teaching position, you clearly are eager to prepare thoroughly for every possible contingency for every lesson. This shows that you are conscientious and hard-working and are striving to be a professional–very laudable. However, if you have a family–like Jacob–you cannot simply be a full-time teacher. You have responsibilities to your spouse and children, and these take time and your physical and emotional presence. Strive to strike a healthy balance between the two. You may have many different teaching positions in your life; however, you have only one family, and it needs daily tending. There will be times when most of your energy must be devoted to your professional life; however, there are also times when your family will need all of you–physically, mentally, and emotionally.

In practical terms, this means you must use judgment in assigning homework and conducting assessments, all of which take time to grade. Space these out over the semester so that you have several days between them to grade them properly. For major assessments (e.g., tests) you may not be able to grade them completely until the weekend. Better to assign less and grade them rigorously than to assign more and give only superficial feedback to your students.

I finished our talk by telling him that I never get a course right the very first time through. During that first run, I am trying to read all the material carefully, summarize the readings, and fashion good–perhaps not perfect–lesson plans. It generally takes me three times through a course before I have the syllabus and lesson schedule the way I like it. Individual lesson plans are always a “work in progress.” A teacher should always be ready to try new ideas and formats to achieve the objectives of the lesson.

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Focusing on Big Ideas

When teaching history, it is very easy to get caught and lost in all the details of a particular lesson. Especially drawn to political, diplomatic, and military history, I have found myself spending far too much time in my Western Civilization courses on the fine points of the diplomatic maneuverings of the Congress of Vienna or of the tactical skill of Hannibal during the Second Punic War. To ensure that my students have the big picture: (1) at the outset of the course, I ensure that they understand the critical over-arching themes and questions of the course, (2) at the start of each lesson, I indicate which of these are present in the day’s lesson, and finally, (3) I require each student to have a “BIG IDEAS BOX.”

            At the beginning of all my history courses, I present my over-arching themes including the types of history that we shall be studying such as political, economic, social, cultural, military, technological, religious, and intellectual history. In addition to these themes, I also indicate that we shall be using our author’s (Jackson Spielvogel) expanded definition of “civilization” in which he specifies the six themes that all civilizations tend to share: urban focus, a distinct religious structure, new political and military structures, a new social structure, the development of writing, and new forms of significant artistic and intellectual activity. 

            Second, I introduce the two over-arching questions which a  critical mind should have at the ready, no matter what type of history, no matter what level of history: (1) The “WHY” Question, and (2) the “SO WHAT?” question. The first helps us to plunge deeper in the historical matter beyond the who, what, where, and when to deeper levels of causal analysis, an important skill for all students of history to develop. I have found the more the students understand causality, the more interesting they find history. The second question forces us to demand and discover the significance or consequences of some historical person, event, battle, war, movement, legislation, revolution, etc.

            Finally, I require all students to designate on a piece of notebook paper or on a digital document, a “BIG IDEAS BOX.” As we come across the ideas and concepts of Western Civilization which have had great and long-lasting significance, they are required to “place these in the box.” In Ancient Western Civilization, the first one we designate is the essence of the Neolithic Agricultural Revolution when humans moved from hunter-gathering to systematic farming and the domestication of animals. Whenever possible, I try to encapsulate the idea in a word or phrase. With this first one, I summarize it by the word “STAY.” To help to reinforce the concept I play the eponymous rock ‘n roll song. This shifting of teaching mediums to aural seems to bring good results while allowing us to have a bit of fun. (On a really good day, several students will rise from their desks and dance!) At the outset of the next lesson, I review the BIG IDEAS from the previous lesson or chapter.

            In truth, the BOX is not simply for BIG IDEAS but also for ESSENTIAL QUESTIONS-questions which have great significance and no correct answers. Our first such question comes with the Ancient Greeks on the lesson covering the three great philosophers. When we discuss Plato’s Allegory of the Cave, we end with the ESSENTIAL QUESTION: What is really real? When I teach U.S. history the first of these comes with the American Revolution: When is a person justified in crossing the threshold from peaceful to violent means? In my Modern Western Civilization course an example is: How much of a role should government play in a country’s economy? In a country’s society?

            One aspect of these BOXES I explain is that these BIG IDEAS do not always operate in harmony. As a course progresses, we discover conflicts between big ideas. In several of my history courses, the most persistent conflict appears between the idea of the inequality of human beings and the idea of their equality, enshrined in the U.S. Declaration of Independence, but with its roots in the BIG IDEA of One God. This can be unsettling for students, not only exactly what I wish to accomplish, but also a great vehicle for helping them to see the excitement and challenge of studying history.

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