Formulating: putting the rubber to the road

I handed my notes over to the class and gave them directions to plan the next three weeks of class. They had to schedule one project and one exam. The project has to run five days straight, and they’ll need the information from chapter seven to do the project. They had to make sure that they leave enough days to cover chapter five and prepare for the final, which is July 16.

Then I left the room.

It was a breath-holding heart-pounding moment, one where I wasn’t sure if walking out was the right move. However, I’d done it before and — truth be told — I was stood right outside the door, shamelessly eavesdropping. Leaving was the only way I could teach this lesson in strategy and planning because, otherwise, my students would have centered the lesson on me. Is this what you want? Are we right? They would ask with their words and their eyes, watching me for nonverbal cues when I refuse to tell them what to do next. —Miki Louch —Formulating: putting the rubber to the road (Of ferocious tigers and wild strawberries)