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Lesson planning and Classroom management

SECTION 2 :CHAPTER 3 & CHAPTER 4 Presenter: Seyed Hamed Hashemian

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A concise summary of section 2(Ch2 & Ch3)

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Introduction:This section mostly has an elaboration on two aspects of language lesson: 1.Planning the lesson 2.Managing learner behavior during a lesson

PlanningFarrell discusses the processes involved in the: Evaluation Implementation

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• At the planning stage, teachers need to think about questions such as what the objective(s) of the lesson will be, what materials and activities will be utilized, what type of interaction will be encouraged, and how the learning will be monitored.

Planning: OBJECTIVES OF THE LESSON MATERIALS AND ACTIVITIES TYPE OF INTERACTION MONITORING THE LEARNING PROCESS

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• At the implementation stage, the teacher’s job is not simply to carry out the lesson as previously planned. During the lesson, interactive and evaluative decisions will often have to be made in response to the dynamics of the class. It may be necessary for teachers to adjust or even change the original plan when the lesson is not going well.

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• Having implemented the lesson, the teacher must evaluate the success or failure of the lesson. This phase is significant as it provides an opportunity for the teacher to reflect on what has gone on in the lesson in comparison to the objectives of the lesson. Important questions to ask at this phase include what the pupils acquired in the lesson, which takes were successful, whether the material was appropriate, whether the pace of lesson was right, and what changes need to be made in future lessons.

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• Three aspects of classroom management are the focus of current chapter:

1.MOTIVATION2.CONSTRAINTS3.TEACHER’S ROLEEffective management of these three aspects, Lewis points out, can lead to a classroom atmosphere that helps pupils “make the most of the opportunities for learning and practicing language.”

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• A large number of teachers engage in yearly, term, unit, weekly, and daily lesson planning.

Yearly and term planning usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around specific theme such as“The Society.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning. For the purpose of this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson.

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Why Bother Writing A Plan?Richards(1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught.”

There are also internal and external reasons for planning(McCutcheon, 1980).

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feel more confident Internal learn the subject matter better enable lessons to run more smoothly anticipate problems before they occur

satisfy the expectations of the principal or supervisorExternal guide a substitute teacher in case the class needs one

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Daily lesson planning can benefit instructors substantially in the following ways: 1. think about content, materials, sequencing, timing,

and activities2. secure unpredictable atmosphere of a classroom3. log of what has been taught4. the substitute teacher smoothly takes over a classIt can also benefit students owing to the fact that it contemplates the different backgrounds, interests, learning styles, and abilities of the pupils in one class.

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MODELS OF LESSON PLANNING:Tyler’s (1949) rational-linear framework: 4 steps that run sequentially:

specify objects select learning activities organize learning activities specify methods of evaluation Tyler found out that the vast majority of teachers focused mostly on the interests and needs of their students.

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Yinger (1980) developed an alternative model in which planning occurs in stage:

Stage1: problem conception(discovery cycle of the teacher’s goals, knowledge and experience)Stage2: sees the problem formulated and a solution achievedStage3: involves implementing the plan along with its evaluation

On the basis of some studies it has been proved that myriads of teachers tend to deviate from the original plan and why?

1.Serve the common good2.Teach to the moment3.Further the lesson4.Accommodate students’ learning styles5.Promote students’ involvement6.Distribute the wealth

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HOW TO PLAN A LESSON:Developing the plan: An effective lesson plan commences with appropriate and clearly written objectives.Lesson Phase Role of Teacher Role of Students

1.Perspective(opening)

Asks what students have learned in previous lessonPreviews new lesson

Tell what they’ve learned previously

Respond to preview

2. Stimulation Prepares students for new activityPresents attention grabber

Relate activity to their livesRespond to attention grabber

3.Instruction/Participation

Presents activityChecks for understandingEncourages involvement

Do activityShow understandingInteract with others

4. Closure Asks what students have learnedPreviews future lessons

Tell what they have learnedGive input on future lessons

5. Follow-up Presents other activities to reinforce same conceptsPresents opportunities for interaction

Do new activities

Interact with others

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Parts of The Plan Front page Procedure (Description) -- Stage Main aim(of the whole lesson) . Stage name Sub Aims . Stage Aim Background -- Procedure• Class profile . What the T will do• Assumptions . What the Ss will do• Personal Aims . ICQs/CCQs as

necessary• Timetable Fit . Feedback stage• Anticipated Problems & Solutions -- Materials Materials . specifically for

each stage Language Analysis -- Interaction pattern

-- Time

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The following questions may be useful for language teachers to answer before planning their lessons:• What do you want the students to learn and why?• Are all the tasks necessary – worth doing and at the right

level?• What materials, aids, and so on, will you use and why?• What type of interaction will you encourage – PW or GW –

and why?• What instructions will you have to give and how will you give

them(written, oral, etc.)? What questions will you ask?• How will you monitor student understanding during the

different stages of the lesson?

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IMPLEMENT THE PLAN: This phase is the most important(and difficult) of the daily lesson planning cycle. In the current stage, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind.

When teachers are implementing their lesson plan, they might try to monitor two significant issues:

1. Lesson variety 2. Lesson pacing

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EVALUATING THE PLAN:As a teacher to ask yourself “whether it(LP) was a good one or not , and why” ,This form of reflection is for self-development. Ur offers the following criteria for evaluating lesson effectiveness and orders them:

(1)The class seemed to be learning the material well.(2)The learners were engaging with the foreign language throughout.(3)The learners were attentive all the time.(4)The learners enjoyed the lesson and were motivated.(5)The learners were active all the time.(6)The lesson went according to the plan.(7)The language was used communicatively throughout.

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In order to reflect on after conducting a lesson, a couple of questions might be useful to ask:• What do you think the students actually learned?• What tasks were most successful? Least successful? Why?• Did you finish the lesson on time?• What changes (if any) will you make in your teaching and why

(or why not)? Additionally for further clarification of the success of a lesson (Qs):• What do you think today’s lesson was about?• What part was easy?• What part was difficult?• What changes would you suggest the teacher make?

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Teachers’ concerns are mainly motivating students, managing constraints , and managing the teacher’s role. Motivating students:The situation:When it comes to creating a classroom climate for language learning, Williams and Burden point to three levels of influence:

1.National and cultural influences on the language being learned 2.The education system where the language is being learned 3.The immediate classroom environment

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Teachers’ response: Teachers encourage language use through both intrinsic and extrinsic motivation. Career and commercial benefits Being interpreter Tourism Rewards An ongoing aspect of motivation is dealing with the behavior of particular students. Three examples of how a teacher might move through stages in managing a particular type of behavior: The back-row distractors The non-participants The over exuberant student

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Managing constraints: The situation:A couple of examples: Some teachers have no photocopiers or no funds to make copies for the whole class, no tape recorders or video recorders, and their students have no source of interesting reading material, even in a library. Teachers’ response:If traditions of learning make students reluctant to join in group work, then the first step is to overcome their preconceptions and “sell” the idea of groups.Explain that groups are a chance to speak without the teacher noticing mistakes. When students complain about having to listen to all the other students’ bad

English when they get into group, point out that communication involves listening to everyone and making sense whether people speak slowly or fast, formally or informally.

Make the activities age-appropriate. Avoid the word games with older learners.Call for student feedback on group activities. What went well? What could be

changed?

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Whether the group activity is a discussion , a project or a more specific task. It can have a variety of goals, which pupils select depending on their level and their interest. In a multilevel class, goals can be graded for different members of the group, according to their language competence, by modifying: the topic(more abstract or more applied) the language difficulty(two versions of the same text)The amount of inputThe graphic support(more or fewer pictures)The time taken to finishThe level of language students are expected to use for the

same purposeThe length of the final “product”The amount of support from the teacher and from other

students

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Managing the teacher’s role: The situation: Teachers sometimes fear losing their central classroom role as practiced in traditional classroom, where students ask questions that teachers could answer.

Let’s consider two aspects of classroom management : 1.being the way time is managed. 2.the managing of students’ questions.Number 1 is an example of something which can be planned, whereas the 2nd one involves more spontaneous management skills.

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“Happiness comes when you believe in what you are doing, know what you are doing and

love what you are doing.”

If anyone deserves thanks, it’s

YOU.

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