In my case, however, it does sort of work since I've been doing a lot of lesson planning for various assignments. Lesson planning is interesting in that detailed planning is highly encouraged and it's something all teachers do, yet the degree they do it do varies. Some get away with nothing but a scribble on a napkin while others have every minute of every class figured out.
In some ways, the analogy I was given on my first day of practicum explains it best- it's like learning to drive. It doesn't matter if everyone you see eats a donut, adjusts the radio, and talks on the phone while make a left turn. It doesn't even matter that they shouldn't be doing that. The point is that, as a new driver, you should do everything you're expected to and as thoroughly as possible. There will come a point when you've proven to yourself that you can handle the task and, from then on, you can adjust it to fit your needs.
Case in point- right now when I plan lessons, I write down approximations for how much time I think it'll take students to do things. But really, I have no idea how quickly or slowly students will do certain things and it's really easy to over or underestimate them. And so, I take it easy and err on the side of too much, just in case. But even during the two weeks, you get a feel for the classes and the students and eventually, you know right away whether one activity will take 15 minutes or 50.
Case 2- I don't really remember what this box held when I took the picture, but from what it says, it looks like bite-size pieces of mochi (gelatinous rice). Probably given to me some time around New Year's, since that's when mochi's consumed. Anyway, the point is, maybe they should've planned some time to get the English checked?? Har har =P
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