I read this about bike parts a few years ago.\u00a0 The author suggested that when you’re selecting parts for a bike, you can only have two.\u00a0 You can have strong and light, but it’s not going to be cheap.\u00a0 You have strong and cheap, but it’s going to be heavy.<\/p>\n
I was thinking about this on the walk home yesterday.\u00a0 Are there things in teaching, especially preparing to teach, that will drop out given the time constraints of systems, emergencies, district stuff and the kid thing that will immediately consume all of your time?\u00a0 (And that doesn’t even consider real life stuff like dead cats, teen drama, and sprained knees, all of which I’ve dealt with this week…)<\/p>\n
Traits of a good unit, off the top of my head at 6:15AM:<\/p>\n
How many can you get each time?\u00a0 And how do you look at a year’s worth of projects and figure out a balance? I know there are some teachers whose projects hit it every time — that’s good for them, yo — but for me, can I get a balance where I get most of them, most of the time?<\/p>\n","protected":false},"excerpt":{"rendered":"
I read this about bike parts a few years ago.\u00a0 The author suggested that when you’re selecting parts for a bike, you can only have two.\u00a0 You can have strong and light, but it’s not going to be cheap.\u00a0 You have strong and cheap, but it’s going to be heavy. I was thinking about this … Continue reading Strong, Light, or Cheap?<\/span>