When you face an UN-solveable riddle as a teacher, you might find a solution if you step back and look at it differently. Currently, I am dealing with a small yet tedious situation with a bookshelf. I moved it and now I don’t think its location is optimal for my students. I moved it where it is now to assist me in my lesson planning but in doing so through “tunnel vision” I failed to see how it would block a large area where I could present student work. I went over the placement again and again in my mind coming up empty on a win/win idea. Sometime today, I will sit down and sketch an aerial view of my classroom, in hopes of finding a better placement. Of course, i have left out the part about how heavy and obtrusive it is. I believe it can be used in an optimal way to serve both the teacher and students. As of yet though, I haven’t a clue how.
Making a schematic of the room is a way to look at the conundrum differently. I have used this approach to many teaching issues with positive results. This approach could mean many things: videoing yourself teaching, asking a colleagues perspective, a Principal. My drawing I will make at my kitchen table is a change of perspective. It is a way of viewing a problem “from a distance.” Sometimes looking at your situation differently is the secret to a dynamite lesson plan.