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Monthly Archives: March 2014

The Right for a Mistake

Even after almost nine years of teaching, I still feel somewhat frustrated when something goes wrong in the lesson.

I strongly believe that a good lesson should be informative, dynamic, engaging and very well-paced.

Unfortunately, not all of my lessons live up to my idea of a good lesson.

I feel guilty when my students are just doing the tasks I gave them without being actively involved in the task. For me this is the sign that I haven’t thought the task through thoroughly enough to make it appealing to my students, to make my students want to do it.

I love when my students are leaving the classroom brimming with enthusiasm and humming with heated discussions we started in the lesson. Whenever my students are satisfied with the way they spent their time in my lesson, I feel happy and satisfied too. I know I’ve done a good job.

But is it possible to make each and every lesson this satisfying and inspiring? What do I need to do for that?

Do I need to grow up to some certain level of professionalism to be able to design only successful lessons? Or do I need to teach myself to be more sensitive to my students’ mood? Or do I need to spend even more time getting ready for the lessons?

Or is this sort of perfection unattainable and unrealistic? Is it just a haunting dream of an inveterate perfectionist?

I know too well, mistakes are inevitable and necessary for growth. I have heard many times before people say that in each mistake there is a learning opportunity. I’m very well prepared for that. This is not actually what I’m worried about. All I just want to be sure about is whether it is possible to make fewer and fewer mistakes as you learn and develop?

Question Mark Black

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Posted by on March 20, 2014 in ELT Reflections