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| Photo Credit to The Krazy Coupon Lady |
Years. And my husband teased me every single time he observed my habit. Once he asked me why I insisted on opening the eggs. To which I honestly replied, "My mother always checked her eggs!" I had no other reason. I had never observed a cracked egg in my mother's shopping years. Or mine...until today. And you can be certain I'm not going to stop inspecting egg cartons now!
Do I teach this way? Do I prepare beyond the observable characteristics or needs of my students? Do I teach concepts even when my students don't ask the "why" behind each math lesson? Or do I put all of my instructional eggs in one basket? Do I teach process really well and trust that honed skills will see my students through to the next level?
And may I be so bold as to ask one more critical question? Do I focus on concept teaching for my advanced students while dwelling in the land of process teaching for my regular students? Just because my advanced students respond better/faster/nicer doesn't mean my regular students need it any less.
Join me for Genius Hour as we reflect and collaborate via a habits of mind analysis tool so we don't wait for a cracked egg to prompt us into action!
