Timing is one of the hardest parts of teaching. At the very beginning of lesson planning, I sometimes have the fear that I cannot fill the time, but my more common problem is having too much content and too little time. I’ve learned to plan my timing down to five-minute increments, to hold a pause for questions far longer than I would like, and to set expectations and then set a visible timer.
When I write or revise my class plans, I mark the parts of the plan with time limits, rounded to the nearest five minutes. Normally, I think . . . [more]