I think my students and have made a breakthrough and this model is working! But I need some advice. We are near the end of a unit, and most students are taking longer than I expected, with a handful done and working on an enriching long-term passion project. 

I was hoping to be done with the unit by now. I've been observing my students with good work ethics to help decide when to wrap things up and start the next unit. I think they genuinely need more time than I planned to do quality work.

But there is definitely procrastination going on. I would appreciate advice! - To Move On or Not to Move On

Dear TMONTMO,

You are not alone – many new and experienced implementers struggle to find the right amount of time to give students to work through a self-paced unit, and making the call about when to move on is tricky when you have students who have fallen behind.

Since your students have had a breakthrough getting used to the model and you see it really working, I wouldn’t pull the plug early on this unit. Have an honest conversation with your class – let them know that you thought this unit would take less time, but you see them working really hard, so you’d like to give them an extension. Ask them how long they think they need to finish.

With their feedback in mind, set a new unit deadline, and let it be a hard deadline. Your students who have struggled with procrastination during this unit won’t benefit from letting this unit’s work drag on into the next one. Conference with these learners to make a plan to get as much done as they can before the new final deadline, and support them through the process. Hopefully, the extension and support from you will help them finish in time. Some students may not finish by the new deadline; for those who do not, spiral in any missed skills into the next unit, and give them extra support to succeed in the next unit. 

As you plan your next unit, consider planning for it to take a bit longer than you expect it to, and try building in more hard deadlines mid-unit to help learners stay on track throughout the unit. It sounds like you’re on the right track and that your students are starting to thrive in this new model of instruction – keep up the good work!

Megan McGregor
Vice President of Programs

Megan McGregor fell in love with teaching as an undergraduate while working as a tutor in New York City public schools. She hasn’t stopped teaching since! Megan is grateful to have had the privilege to teach physics, computer science, engineering, and English to elementary through college students in Washington, DC, New York City, Laos, France, and the West Bank. Megan has a bachelor's degree in physics and French from Barnard College of Columbia University and a master's degree in secondary science education from Fordham University. She is an alumna of Teach for America and was the recipient of a Fulbright grant to teach in Laos.  

Megan lives in Washington, DC, with her partner and rescue cats. When not learning with MCP’s fabulous educators, she likes cycling, yoga, and reading. An amateur artist, Megan maintains a daily drawing practice.

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