But for me it really is all about the journey. I don't like to lock in plans in case something else catches my eye. I take the same approach when it comes to my teaching.
I like to know where to start from with a unit of work and I like to know where it's heading. You can be sure I'll stop listening once I have that information - my brain will already be looking for the ways to make the connection between the two. And when someone pulls me up and says, "But this is the most direct route," I'm likely to look at them briefly and then say something like, "Look at this shiney new eTool...", or "Have you seen...?", "But what about...".
My path may take more hard work because I'm finding the path for myself, but I love the adventure, the surprises, the success after solving a major road block. I love the sense of achievement.
Besides, what might I (and my students) miss out on if I just took the same route that's always been used?
I guess my husband could blame Miss Richmond for this attitude of mine. Afterall her passion for Robert Frost's poems saw me fall in love with his work too. And even now, 12 years later his poem, "The Road Not Taken" springs to the front of my mind as I think about my desire to forge new paths:
Two roads diverged in a yellow woodAnd sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowthThen took the other as just as fairAnd having perhaps the better claimBecause it was grassy and wanted wearThough as for that, the passing thereHad worn them really about the sameAnd both that morning equally layIn leaves no step had trodden blackOh, I kept the first for another day!Yet, knowing how way leads onto wayI doubted if I should ever come backI shall be telling this with a sighSomewhere ages and ages henceTwo roads diverged in a woodAnd I took the one less traveled byAnd that has made all the difference~ Robert Frost
What doors have opened for you and your students by not following the "usual path"?