tag:blogger.com,1999:blog-4430118606290157253.post6109144616552551354..comments2023-09-09T00:32:36.089-07:00Comments on Noriko: with an American Accent: Ten Blog Posts to Start the School Year: How I ACTUALLY Teach~ RoutineNoriko Nakadahttp://www.blogger.com/profile/13754758344933929490noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4430118606290157253.post-7272731014501465072016-08-23T17:32:45.197-07:002016-08-23T17:32:45.197-07:00I have, Michael, particularly when end-of-the-year...I have, Michael, particularly when end-of-the-year feedback indicates that some of these routines are ones my students say aren't helpful (writing down the agenda, specifically, or calculating their own grades.) But then I think about the skill these routines instill (organization or understanding of how grades work) and I decide I'm going to keep doing them. I haven't gotten a whole lot of push back, though. Most of my students seem to like predictability even if it sometimes gets monotonous. Noriko Nakadahttps://www.blogger.com/profile/13754758344933929490noreply@blogger.comtag:blogger.com,1999:blog-4430118606290157253.post-85762205703745773002016-08-23T10:30:22.110-07:002016-08-23T10:30:22.110-07:00Thanks, Noriko. I've found that there's a ...Thanks, Noriko. I've found that there's a certain finesse I need to use to strike that elusive balance between routine and spontaneity. Sometimes I feel like my routines come off more like drudgery to my students. For example, my students often find no value in writing the daily agenda because they never plan to look at it again. I don't want to get rid of our routines, but I want them to have value for my students. Otherwise it becomes a small battle every day where I have to give in and let the routine break down, or act as an authoritarian, demanding compliance. I don't like either option. Have you felt this same friction?Michaelnoreply@blogger.com