Early bird and quite tired, but woke up during my way to school. Had a good day without stress.
Swedish
Gave the class the speech assigment belonging to the national test. Saw some examples on the screen and atarted to work with the speech. The content of the speech must be done before next lesson. The class was doing ok.
Other duties
Checking up importent info and making important calls. Tic:ed off some stuff from my to-do-list and filed some new.
Swedish
Did some new planning with the class and checked up their progress. Seems only three or four have managed to formulate a research topic and find good sources. Some seems very lost. Shall I change task for them? They are writing a sort of extended essay.
Most of the pupils got to work and I was busy running around answering question and helping some verify their research topic.
Some went to the library other to group places. Got almost everybody going but the time ran out and they must work a lot at home.
One of the pupils keeps asking for help all the time and doesn't try to think by himself at all. Wonder the students expects me to do the work for him? He doesn't seem to understand or remember the assigment even after multiple explanations. He claims he does not understand what he reads. Will talk to him to see what it's all about and maybe consult a pedagogue of special needs if neccesary.
Unfortunatly, I have seen some pedagogues of special needs from high school, or even earlier stages, "helped" their students getting through their courses, almost doing the assigments for them, instead of helping the students couping with their handicap and do things by themselves; thereby improving and developing them, instead of handicap them futher by doing things for them.
When lesson was over I packed my things and went home. Weekend. Yay!
Interpretation
Have to use my eyes and follow the signals and act immediatly instead of waiting. Some waiting is correct in order to understand and decipher but then it's time to act.
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