It'll be interesting to see what your guide looks like at the end of the
year. If you are spending too much time on "other activities' asked of
you for the school, it will show up - to your curriculum's advantage.
Perhaps to keep a diary of the pacing, too - write down issues as they
I have not heard of the pacing guide; we are starting mapping this year.
Seems to me a lot like sequencing your lesson plans. So far it has not
been very difficult or taxing. Again, it'll be interesting to see what
it looks like at the end of the year.
From: Carolyn Roberts [mailto:firstname.lastname@example.org]
And I don't know about y'all (good ole southern term)...but this year
high school) we are having to do pacing guides for each different class
Does anyone else out there have to do this for your art classes?
Now, this might be an eas-ier task for one who teaches Biology or math
has a book to follow...but in art, it's MUCH more difficult. I base my
lessons a lot of times on the level and capabilities of the students in
particular class and sometimes I really have to change a lesson to fit
kids. Also, I'm constantly being called on to do other activities
the school... and there are so many more variables in art.
Just my two cents worth tonight...
> Hi Marcia-
> I have had plenty of large classes- my largest this year was just
> reduced from 44 to 37 today - Yeah! Still too big, but better. When
> they are 8th graders it is different too- they take up much more space
> than 6th graders. Our counselors don't seem to get that.