Kevin Duden

Some of this seems to repeated info and I'm forgetting all that was covered today here but I like the idea of takig notes about what works and doesn't and keeping the lessons changing and getting better over time. Sometimes I like getting into a groove but it can sometimes become monotonous. 

Just be organized and understand why you are teaching what you are teaching.

Planning will aid in execution of the lesson.

Early on there were some compression issues but once I had the material down, it goes pretty smoothly. However, I am changing some lessons (cramming several concepts into one lesson in order to offer a real-life simulation), so I will likely be dealing with that issue again.

The idea that disorganization by a teacher communicates disinterest is spot on. I remember a college professor who always seem to be flying by the seat of his pants- making stuff up as he went. It was very frustrating since the topic he taught was exactly why I was there and was related to my "major." I felt the college was almost using "bait and switch"- attracting students like me to this this specific program but putting their resources elsewhere.

Planning and organizing lessons/content leads to better outcomes and less stress.

Formative assessments are used "along the way" and summative are used "at the end."