Master of the Overhead

One of the biggest changes in my teaching from this summer (as apparent after reading some of these blogs) is the way I lesson plan. It was funny to read about my struggles with the overhead...how I revealed too much at first, and it was out of focus. My lesson plan is often now just in overhead form, especially in Algebra II. It's all written out, in permanent ink, with appropriate blanks and room to work out examples with a vis-a-vis. After each period, I wipe off the ink, and I'm ready to go again. By the 5th period, I've worked out all my kinks (if there are some) and skip over parts that aren't necessary and elaborate on ones that need more time. This summer, I struggled with looking down at my clipboard too much, but I do not have that problem anymore. I can show parts of the transparency, and ask questions and have students tell me what to write. It works pretty well. Sometimes kids come to the board to work an example out, just depending on what I feel they need and their interest in the lesson.

Another major change from this summer is the fact that I have 3 preps, that are all very different from each other: Algebra II, Physics, and Trig. Unfortunately, sometimes I don't plan as well for physics or trig as I do for Alg. II, simply because I know I HAVE to for Algebra II since I have more classroom management problems in those classes. Trig especially has suffered from this, as it has happened before that I haven't reviewed the material enough to teach it effectively. I am learning and struggling, and sometimes I've got it all together, and sometimes I just don't.

But I don't know what I would do...
without my overhead.