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Challenges were mainly due to gauging each class' relative abilities, motivation, interest, in determining which stunts to include/omit.

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Challenges were mainly due to gauging each class' relative abilities, motivation, interest, in determining which stunts to include/omit.

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Struggling with pacing when others do not show up on time for the sessions with other instructors. Also, instructors brings students when one or some are massively dysregulated and use another classroom as a dumping ground in the hopes that the other teacher to "fix it." It takes a massive chunk away of time.

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It's just a constant race against time and always a challenge.

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How do we keep students fully engaged during I do?

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How do we keep students fully engaged during I do?

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I have struggled to keep track of my own instructional time and turning over the academic struggle to students. I often fall into what is more like a lecture...

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Getting teachers to show up on time to specials. When we plan for lessons that should take our whole time and they are 5-10 or more late it really messes with our pacing. 

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Getting teachers to show up on time to specials. When we plan for lessons that should take our whole time and they are 5-10 or more late it really messes with our pacing. 

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I am wondering if we need to first tackle the "what" of all of the Wonders resources before we jump into the when and how. We are all struggling with making choices first about what to use from the plethora of resources. In years past we dug deep into pacing out a week of Wonders, what "lessons" or activities were the more pertinent based on the standards at a bigger picture level, before jumping into daily schedules and strategies such as setting a timer. Maybe our daily pacing would be more purposeful and engaging if we had a better understanding of the weekly progression first.

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It is hard to base the I Do on a timer  - there are often interruptions (behavioral high flyers), directions need repeating, etc. The I Do ends up taking much longer than expected.

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It is hard to base the I Do on a timer  - there are often interruptions (behavioral high flyers), directions need repeating, etc. The I Do ends up taking much longer than expected.

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Other strategies that we can use within the classroom. A least to see what would possibly work. Even more so when you are a specialist.

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Timing everything is exhausting and I feel bad making the kids rush. Is this truly the best way to educate kids? or are we just rushing them through content..?

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Timing everything is exhausting and I feel bad making the kids rush. Is this truly the best way to educate kids? or are we just rushing them through content..?

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Students are finishing work at varying times. Some are taking a lot longer than others. How do I ensure all students are completing necessary tasks? 

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Students are finishing work at varying times. Some are taking a lot longer than others. How do I ensure all students are completing necessary tasks? 

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The battle of am I moving too fast and I am not giving enough learning time to try to accelerate learning in intervention and the urgency that students need to accelerate their learning to get back to where they need to be to be successful in their classes.

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The battle of am I moving too fast and I am not giving enough learning time to try to accelerate learning in intervention and the urgency that students need to accelerate their learning to get back to where they need to be to be successful in their classes.

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You need to plan for the unexpected because someone coming into your room etc., can thrown off the whole class and it is hard to bring them back and accomplish what needs to be done.

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I struggle with the balance of when to move on, especially when students are struggling with a concept. 

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I struggle with the balance of when to move on, especially when students are struggling with a concept. 

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I spend a lot of time on the "I do." I am wondering how to limit that and allow more time for the we do/you do.

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I still spend too much time with students getting out materials. 

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I still spend too much time with students getting out materials. 

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How do we transition from our pacing the lesson to students advocating for more work time? How do we give them more work time on tight schedules?

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Not getting everything done.

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Sometimes it can be difficult to keep students focused or on task during the lesson, but reminding them that we'll have a chance to talk about what they want to talk about later on. 

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Sometimes it can be difficult to keep students focused or on task during the lesson, but reminding them that we'll have a chance to talk about what they want to talk about later on. 

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I tried a stopwatch for transitions to see if students can be successful in beating their previous clean up/transition time. I like using a timer much better.

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I tried a stopwatch for transitions to see if students can be successful in beating their previous clean up/transition time. I like using a timer much better.

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Aside from timers, what are other strategies to improve pacing?

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I am spending too much time on the "I do" without giving enough time for the "you do."  

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I am spending too much time on the "I do" without giving enough time for the "you do."  

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I feel bad often because I'm worried that we don't give students enough time to sit in their learning.  It is go, go, GO! Frequently, long practice times that solidify understanding are skipped in order to continue introducing new material.