MS: So far, I haven’t heard anything from you that is very different from the typical high school teacher. Sure, you believe that veteran teachers sure have more freedom and leeway than newbies but that is a common believe among veterans. Is your approach any different?
BG: I believe my approaches are quite different from what is currently practiced. However, I agree with you that nothing I have said has been very different from most other high school teachers. However, as we move along the process, I believe that I diverge from the mainstream quite a bit. To me, it’s kinda like going for a walk on the field of Major League Baseball field. We both start at home plate and walk towards the pitcher’s mound. As we get to the mound, we may be on the opposites of the pitching rubber. But, by the time we get to the outfield, I’ll probably be somewhere in left field while you’ll be near center field. While center field is the closest point to everything in the outfield, it is my belief that most everyone hits to left field. Therefore, I am anticipating where I am needed, not where the likely average is. This is a far-flung analogy but I hope you know what I am trying to say.
MS: I do not completely understand all your symbolism but I get the general gist of what you are saying.
BG: Hopefully our conversations will make it clearer.
MS: Perhaps it will become clearer along the way. What are we working on next?
BG: I think it is now time to define the daily structure and the rhythm of the daily routine.
MS: I agree. What do you have in mind?
BG: When I was in my college teacher preparation program, there was little guidance about the parts of a class day. I guess they were trying to stress that there were many different ways to approach teaching. I think I remember my instructors stressing to find my own way and parts. I like that but it definitely has its inherent flaws. This is so much so, that, in my first year of teaching on my own, my administrators saw many flaws in my teaching. One of the things that they suggested to me was the 4-part lesson plan, as proposed by Marzano. I find to be simple yet brilliant in its basis. But….
MS: Let me guess; It’s not exactly what you use now.
BG: Well, yes and no. I still separate the class into four parts…and the same four parts. However, I approach these parts rather differently. Marzano’s four parts are opening, instruction, student work and closing.

So, this is where I am at on my first book. However, I don’t feel as confident in it as I once was. Therefore, I am filing this idea away for a while. I feel as if this approach is a little too rambling and unfocused. It also has made me clear that I have many details that are unique and to place them in one document may be too much. As a result, I have decided to take another approach which I will reveal very soon. In the mean time, I would greatly appreciate any feedback on this temporarily abandoned idea.