Page 10

Set a Timeline

(Establishing when to make the change)
PAUL: This can be something you do for every activity, not just for your conjunctions activity tomorrow. I'd like you to continue using this technique in other lessons, as well, starting this week.

WILL: Sure. It isn't a huge change. I can do that.

(Defining how the change will be measured)
PAUL: Each time you do an activity, I'd like to see the instructions for it written right into your lesson plan. The instructions should include detailed, concrete steps, how students should ask for help, and how much time they have for the activity. Then you should write those directions on the board when it's time for the activity.

WILL: Okay. Got it.

(Defining when to check on progress and how to follow up)
PAUL: So I'll look for when you have activities planned and pop in a few times over the next two weeks and see how this is going.

WILL: Okay. Will we be meeting again, or... will you just send an e-mail or something?

PAUL: Let's plan on a five- or 10-minute meeting to discuss your progress. I could drop by your prep period two weeks from now, if that's okay.

WILL: Yeah, sounds fine.

PAUL: Great. You know what to do, I know what to look for, and we'll sit down again in a couple weeks.

WILL: Okay.

PAUL: I'll let you get to those papers. Thanks, Will!

WILL: No problem!