How deep will I teach instead of how many things will I teach.

The title of this entry sums up what the main idea that I take in consideration after talking about classroom management and planning activities. It is taken (not literally) from the article we read “Rethinking Classroom Management”, written by Natàlia Maldonado and Pilar Olivares. Sometimes we are more worried about teaching contents and more contents but we don’t pay attention to the way we’re doing it. It can be easy to see from the outside but when you’re in the school and class dynamic, things become more confusing. 

I remember planning some activities while I was in trainee. 
It was difficult to create activities that include everything because the contents were difficult to assimilate for children because sometimes there were too many items. That’s why I had to rethink the activities to make them simpler but more effective. It is not how many things (even though the more they learn the best they progress), it is how they learn (in a significant way, with hands-on activities, trying to answer question they feel are important to be answered, etc.).