A concept that really struck me in the reading was the flexibility factor that Boss and Krauss mention (Boss & Krauss, p. 113, 2007). I agree with Boss and Krauss, teachers need to be able to implement alternative plans when the "Plan A" fails. It’s important that teachers develop this skill to ensure students are learning. While I admit that I am still developing this skill, I feel its importance is magnified in my own teaching experience. Moving from a fifth grade regular education class to a self-contained Special Education class has been an extremely eye-opening experience in this area. Sometimes, technology fails, but sometimes students just aren’t “up to par” for whatever the plan for that day includes. The average person doesn't realize how many interruptions teachers and students potentially encounter in a typical school day. When “Plan A” is no longer an option, for whatever reason, teachers need to be able to adapt so that students can learn. I have had to realize that even though students may not be engaged in the intended content, they are still learning. Tomorrow is always another day.
Boss, S., & Krauss, J. (2007). Reinventing project-based learning. Washington, D.C.: International Society for Technology in Education.
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Even though special ed kids may have a greater need to be "up to par" for a particular learning activity, I think that the wise, perceptive teacher needs to keep his eye out for all students. All kids have issues, moods, health, etc., but they often lack the maturity to "suck it up;" so sometimes, as you say, plan B is a handy thing to have on hand.
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