The Specific Feedback I have asked for

 One of the specific pieces of feedback I have asked for is for my advisor and CT to watch my pacing, as I have had a history with dragging things out for a little too lang. This was first pointed out to me during my math placement, where it would sometimes take me 20 minutes to do a simple warm up. I have been told that whilst I am very thorough when I teach, I can be too thorough sometimes. There are times where I have this whole strategy in my head to help students understand the concepts they will be learning about and by the time we get to that point, sometimes not even a quarter of the way through my demonstration, it feels like half the class already knows what I'm talking about. 

So why do I keep going? Why not just stop and move on? Well, part of it is routine, I write very script like lesson plans so I don't always have the best improv, so I just keep trucking. The main feedback I have received when talking about this idea is student engagement, students who already understand kind of just have to watch and that is unfortunate. But, frankly, coming from personal experience, especially with math, I know that there is bound to be someone in that classroom who needs this demonstration, and is to afraid to admit it, I know because I was that kid through school. I didn't always get stuff the first time and instead of asking for help or for the process to be shown to me again, I just kind of sat and suffered or disassociated by doing other things. I know how frustrating and demoralizing it can be to have to play catch up whilst your peers are setting new personal bests. 

So the main feedback I've gotten is to speed up the pace, we call it perky pace, having multiple checks through allotted time so that we can be done earlier if everyone is up to speed. This allows students who need more time to get it, and for me the teacher to walk around the room and incorporate another piece of advice, have things to do for those done early.

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