Eighty-six percent of teaching is routine?
MI GENTE: friends, colleagues, comrades, wise-folk all.
I desire your thoughts, questions, and answers.
Please listen to my four-minute audioboo recording, “Dissertation Woes.” I describe teacher problem finding, teacher decision making, and raise questions about the role of routines in teaching.
Right now, I’m here:
The literature on teacher decision making focuses on describing the routinization of practice as a way teachers might avoid the complexities inherent in on the fly decision making. Assuming educators possess the desire and tendency to establish routines in lieu of treating each teaching and learning encounter as an opportunity to be creative in determining, meeting, and fulfilling students’ affective and cognitive needs is to subjugate interactive teacher decision-making, as well as teacher problem finding, as activities that happen only when all routines have been attempted and failed.
Please tell me what you think.
- What percentage of your average daily classroom time is routine? [Assuming there are average days.]
- Do you strive for routinization? If so, what are the benefits? Drawbacks?
- What informs and/or influences the way you make decisions while teaching?
Thank you in advance for any time you dedicate to responding.
Sincerely and most humbly,