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Describe your process/routine for planning. I currently manage my planning load by...

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Describe your process/routine for planning. I currently manage my planning load by...

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My current planning process is a problem because...

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My current planning process is a problem because...

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I currently manage my planning load by trying to plan a content area a day during my plan time. I also spend at least 2-3 hours planning over the weekend.

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Using my plan time at school. We have block scheduling so I have a nice, long plan three days a week. 

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Using my plan time at school. We have block scheduling so I have a nice, long plan three days a week. 

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I currently manage my planning by using my personal plan time to modify and make adjustments to last year's plans. I limit how much time I spend out of work this year.

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I currently manage my planning load by planning one subject a day. I always start with my most challenging subject to plan. I out in my learning targets and exit tickers and then I plan out my mini lesson, questions, partner work and center activities.

I use previous exit tickets and anecdotal not to plan for future lessons

On the days I have two planning periods I am able to get a lot more done and usually plan 2-3 subject areas.

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I currently manage my planning load by...

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I currently manage my planning load by...

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...going weeks without grading. (I wish I was kidding!) I prioritize the must-do items first (lesson planning, preparing for IEP meetings, urgent parent contacts, etc) and the rest gets done when I have time. I also work after school and during the weekends.

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I really want to create fun and culturally responsive activities in the classroom every single day. I have to make almost 100% of my materials from scratch and I don't feel like the others in my department want or have the time to collaborate with me.

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I really want to create fun and culturally responsive activities in the classroom every single day. I have to make almost 100% of my materials from scratch and I don't feel like the others in my department want or have the time to collaborate with me.

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I plan the weekly overall lesson plans on the weekends and the day to day details I plan during the plan period the day before

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I just need more time!!!! in the day an hour may seem long but it goes by very quickly

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I feel burned out and always working.  If I choose to do NO work at home - I am not the best prepared for the day which is stressful.

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I feel burned out and always working.  If I choose to do NO work at home - I am not the best prepared for the day which is stressful.

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it's not as structured as I could be. I would like to be more intentional. I feel like my first hour is sometimes the test subject and don't get the best version of my lesson

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My current planning process is a problem because there are days when I'm problem solving with a student before leaving them at enrichment (which can take 5-10 minutes at times) or I'm taking time to check in with a student. Then there are time where I didn't have time to prep materials the day before and I have to spend prep time getting materials ready. And I hate having to plan on the weekend because I feel like that in the end, I don't have any time for myself.

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My current planning process is a problem because...

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My current planning process is a problem because...

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of factors beyond my control, for the most part. Specifically, I can never count on having my plan time because I am called upon multiple times a week to cover for other teachers who are out. My plan time is also affected by our school's testing schedule, so I lose my plan for a week every couple of months. I would like to be more structured and intentional but it's hard to do when I can't count on having a plan.

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Working at night once I get off. I use to try to work with the teacher across the hall.

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I don’t feel like I have a healthy work/personal life balance

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I print off the plans the day before or the day of. My plan times are constantly interrupted or used for other things that are not directly linked to plans. I need to start really thinking about students possible responses because I'm finding I'm taking more time whole group teaching when students don't catch on as quick as I thought they would.