那個設計我在週末想了大半天，可是一直也覺得感覺有點不對路。雖然自己在腦裡推演過，感覺就是有點問題，但又說不出是什麼。
明明心裡覺得有異樣，覺得畫蛇添足，還是照做。因為觀課，為做而做；

I felt so touched when I read these few lines.

I have the same experience too, not only in my teaching but also my everyday life. I feel there is something wrong with my plans, but I tend to ignore this feeling and go ahead. It turns out that this "feeling" is so often correct. It seems to be a "guiding voice" trying to protect me from making unnecessary mistakes.

What I have learned is NOT to ignore this gut feeling any more. I need to train myself to get in touch with this gut feeling.

被外在環境影響心情，影響準備。
覺得自己狀態不行，卻頂硬上，不提出押後考績時間。

I am also easily distracted by my surrounding environment. I hate to be in an environment with too much noises and where the lighting is too strong.

Before entering the classroom, I want to feel comfortable and confident. It is because I have always thought that I need to be confident and believe in what I am going to teach before I can convince my students of what I say.

However, in reality, I am not that confident. When it comes to lesson observation, in particular, my performance is not as good as usual. It is overwhelming enough to handle responses with such a large class size in the classroom (this is why I prefer small-class teaching --- less responses to handle, but more attention to give). The presence of an observer adds to my "mental" burden.

I attribute all these to my high sensitivity in basically all aspects of my life --- physical, emotional, spiritual. I take in too much information from the environment. It seems that my brain fails to tell me what to handle first and what my priorities are.

Knowing that I am such a sensitive person, I begin to realize the great need of a personal down time, even in the staff room. I have come to realize that, the more quiet private time I have, the greater is my efficiency and effectiveness.

My sharing here may not help much. I feel that I am talking more about myself rather than responding to your post. I hope you don't mind.