The TM4T method is based on a specific Problem-Solving approach. Click here to read more. This emphasizes that we need to understand a problem clearly before we do anything.
This is exactly how TM4T works. The emphasis in this section is therefore on understanding what we have to tackle at the start of year, and then putting the necessary measure in place.
Preparation 1. Understanding the school year. Click here. This means that you look at what special events and yearly cycles apply in your particular school and understand when the peaks and troughs in workload are likely to arise
Preparation 2. Understanding yourself. Click here. This means that you know your own strengths and challenges clearly, and are ready to deploy the best-possible-you according to circumstances.
Preparation 3. Understanding your timetable. Click here. This means that you consider your entire workload, not just your contact time. You need to decide how much work you are prepared to do at weekends and in the evening, and when you are going to do the million things which need doing outside class.
Preparation 4. Understanding your students. Now, don't misunderstand this; we don't suggest that you behave like a Victorian mill-owner, but your students are a valuable workforce who can help you with your workload. More here.
Preparation 5. Understanding where you will work. Click here. Schools are rarely set up well for non-contact, office-type work. You need to do some thinking to prevent yourself working inefficiently all year round.
Preparation 6. Understanding what equipment you need. Click here. This means that you visit a stationers once a year, and that you never have to hunt for, borrow, or requisition material instead of doing real work.
Preparation 7. Understanding your time. Click here. This means that you can estimate, with some degree of accuracy, how long things will take. This doesn't have to be particularly accurate, but you must be able to differentiate between a five minute task and a 30 minute task. Most importantly, you must be able to tell which tasks can be done quickly - this means a minute or less - and which might disrupt your routine.
Preparation 8. Understanding how you will plan lessons. Click here. This means that you need a routine that you can follow for 80-90% of your lessons, which will result in OK-at-least learning for your students.
Preparation 9. Understanding your issues. Click here. This means that you give a little thought to what might go wrong. Even if you can't avoid or prevent problems, you can allocate some time to dealing with them.
Preparation 10. Understanding your routines. Click here. This means having standard, flexible ways of doing things in class and out of it, which dovetail with the routines that you expect your student to follow, which are described here.
Preparation 11. Understanding your colleagues. Click here. This means being able to ask for help in a professional way, and developing an ethos of teamwork which extends beyond the academic comfort zone.