Professionalism and Planning

I’m currently reading a very insightful book called “Become the Primary Teacher Everyone Wants to Have” (a new book by Seán Delaney) and although I’ve only read eighteen pages so far, something he wrote caught my attention. Delaney refers to a culture in our teaching profession of using the internet to source schemes of work.

He writes

“… sharing schemes of work can lead to producing or reproducing notes you have little ownership of and that are geared towards children in a different setting. Acquired schemes may be a solution to someone else’s teaching problems but not to yours.” (2017, p. 10)

I thought about what he had written and it reinforced my existing opinion. While teachers can find inspiration in lesson ideas, I believe that they should use their professional ability to construct their own lessons suited to their pupils’ situation. Sharing, buying or selling schemes of work or lesson plans for the sole purpose of implementing without change or without casting a critical eye over takes away from the professionalism of teachers. It can lead to a view that once you have your step-by-step instructions, anybody can do it. The reality of teaching is that the one-size-fits-all approach does not work.

During my first year as a teacher, I would have taught a certain way. I’m now in my eighth year in the profession and I’m happy enough to say that I’ve improved as an educator. That’s not to suggest that I was a bad teacher during Year One, rather I was a beginner teacher with limited experience, a teacher prepared to take chances, make mistakes, reflect and learn. I’m still prepared to do all of those things but what’s most important is that I learn from my own actions and experiences first and foremost. This would be very difficult to do if I was following someone else’s instructions. My own development as a teacher depends on how I look at my own practice.

Getting back to the creation of schemes of work or lesson plans for the purposes of dissemination to others, this is something that can tempt the newer teacher or the trainee teacher. A person in that situation won’t have the benefit of post-qualification, professional experience and may be inclined to look for a quick-fix. For the purposes of improvement and professional development, reflecting on another person’s lesson can’t compare to reflecting on your own lesson. Create your own plans, improve upon your own errors and be better off for it.

4 thoughts on “Professionalism and Planning

  1. Pingback: Fads in Teaching and Learning | Matters Educational

  2. Pingback: Food for Thought for Student Teachers – Matters Educational

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