This week I participated in #edchatDe, a german twitterchat for educators.
One of the questions was :
Q2: What rules and rituals have you introduced to create a positive atmosphere? #EdchatDE
— EdchatDE (@EdchatDE) 19. november 2013
And my answer was:
@Lektoren I practise that sometimes. But – surprises and “adventurous lessons” own values as well, especially for younger students #edchatde
— snufkin (@frandevol) 19. november 2013
@frandevol’s answer gave me food for thought.
This week one of my lessons surprised me. I was introducing terms to poetry analysis; metaphors and so forth.
The lesson’s homework was a particular poem, and I had a scheduled plan, with an outline of the lesson’s conclusions ready in the back of my head, when I went into class.

CC-license, http://www.flickr.com/photos/usairforce/
Then one of the students talked passionately about another poem, and I decided to with her passion. She googled it and copied it into a shared Google Doc.
Bum. New agenda. Gamechanger. New roles.
I wasn’t mr. know-it-all anymore. The student was ahead of me as she had worked with the poem before.
I had to start analyzing from scratch with the students. I didn’t have a suggested interpretation of the text beforehand. And it was fun!
‘Motivation’ is a current topic in Denmark’s educational debate. Some say that students are demotivated by not having influence on the agenda/curriculum. School is like a predictable film rolling before their eyes.
How hard do you stick to your lesson plans and how do you leave room for spontaneity in your planning?
Teachable moments are the cornerstone of engaged classrooms. You did it!
Thanks Kelli – I agree there should be more teachable moments. But wait, what do you mean by ‘teachable’?