Effective classroom management deeds on a large measure on the teacher’s ability to plan interesting, student-centered, multi-activity lessons to promote a high degree of student involvement and maximum participation.
Lesson planning is a vital part of teaching for all the various elements involved in instruction, such as objectives content or subject matter, instructional procedures, evaluation and related matters are given due attention.
LESSON PLAN
Lesson Plan is the term
applied to the statement of objectives to be realized and the methods to be
used in the attainment of such objectives within the specified time.
Importance of Lesson Planning
• Helps
the teachers to be systematic and orderly.
• Delimits
the field to be taught for a certain class period.
• Prevents
waste and unnecessary repetitions of lessons already taken up.
• Forces
consideration of objectives, selection of subject matter, selection of
procedures, planning of activities and preparation of tests serve as an
inventory of what the children have already learned.
Component of a Lesson Plan
1.
Objective
– States the aims which the lesson seeks to achieve. It must be Specific.
Measurable, Attainable, Results-Oriented or Realistic and Time-Bounded (SMART).
2. Subject Matter – States the topics or the titles of selectin, books used and the page numbers concerned. We also indicate the materials and value to be infused.
3. Learning Activities – These are the different activities to be undertaken to realize the objectives.
4. Evaluation – The test we usually give to determine whether the students have mastered the lessons. The part of the lesson plan that gives us feedback.
5.
Assignment
– The teacher provides the topics for discussion in their next meeting or the
additional activities to reinforce student learning.
SAMPLE LESSON PLAN IN GRAMMAR
1. OBJECTIVE – must be specific, measurable, and attainable, and within the allotted time.
2. SUBJECT MATTER – states the titles of selection, books used and the page numbers concerned, states also the value stressed.
3. LEARNING ACTIVITIES
• Review – Recall of the past lesson.
• Identification exercises – Unlock the new structure/vocabulary which will be used in the presentation material through the usual procedure, like showing pictures, giving situations, doing certain actions, etc.
• Presentation – Present the new structure/vocabulary through any of the following presentation materials – a dialog, a story, a paragraph, a comic strip, a song, a poem, a letter, an advertisement, etc.
D. Comprehensive Check-up
– Ask a number of comprehension questions which aims at the following:
1.
To check the student’s understanding of the
presentation material.
2.
To give the students experience in using the new
language structure/vocabulary
E. Practice – Give at
least 3 communication situations/experiences which maximize students
participation and their meaningful use of the new language
structure/vocabulary. Some ways to maximize student participation are the use
of the following:
• small group technique
• dyadic exchange
• milling around
• picture charts/chart exercises
• real objects/cutouts/pictures
• dialogs/stories
• Games /riddles / contests, etc.
F. Generalization – Have
some sentences containing the new structure written on the board or on a chart.
Help the student analyze the sentences through questions, the answer to which
will lead to the generalization(s). Make generalizations as simple as possible.
G. Application
1. Oral – Conduct exercises similar to those under practice
2. Written – Give situation similar to those given during the oral application, have all the students write a sentence at their seats in answer to your question. Ask two students to write their sentences on the board.
After everyone has finished
writing, have all the students check the board work with your guidance. Have
them also check their own sentences. If time permits, give additional
situations to elicit written answers from the students.
4. FORMATIVE TEST – Give
at least 5 items which are congruent with the objective. To make the students
familiar with the kind of response expected of them, make at least one of the
practice exercises in the lesson proper of the same type as the formative test.
As much as possible, items should be related to each other, that is, they treat
of the same experience or situation.
5. ASSIGNMENT – This
should be an outgrowth of the lesson, not some writing task which is new or
strange to the pupils.
SAMPLE LESSON PLAN IN LITERATURE
I. OBJECTIVE – Make this specific, measurable and attainable within the allotted time. Choose a comprehension or a study skill.
II. SUBJECT MATTER – Write the title of selections and books to be used, indicating the page numbers. State also the value stressed.
III. LEARNING ACTIVITIES
A. Unlocking of difficulties
– Unlock unfamiliar vocabulary/concepts in the selection through:
1. Rea objects/pictures/cut-outs
2. Gestures/facial expressions/demonstrations
3. Situations/short paragraphs
4. Context clues
5. The dictionary, etc.
B. Motivation –The
motivation question should be:
1. A “big question” – “big” in the sense that it illicit many different answers from the students based on their experience.
2. Related to the story to be read and can be answered without the
students reading the story.
Motive question – It should have characteristics:
1. It is parallel to the motivation question, if possible, so that there is a smooth flow from motivation question to motive question.
Example of parallel question:
Motivation question – what
game do you and your brothers/sisters play?
Motive question – what games
did the speaker and his brother play in a poem?
2. It is simple and easy to answer – just means to give the student a motive for reading.
3. The students can answer it only after reading the selection
C. Silent reading of the selection/oral reading of the story
D. Discussion
1. Answering the motive question
2. Answering the 4-D question which gives students a whole grasp of
what the selection is about.
E. Specific skills development (The skills in the objectives)
1. The selection just read can serve as springboard for the development of the skill and be the material for the first exercise.
2. Additional exercises can be taken from other materials.
IV. FORMATIVE TEST
Same as in the lesson plan in
grammar
V. ASSIGNMENT
Same as in the lesson plan in
grammar
Consider the Following in
Critiquing a Lesson Plan
• Congruence of instructional activities used with the lesson objective(s)
• Congruence of evaluation measures with the lesson objectives(s)
• Appropriateness and adequacy of activities/instructional aids used.
• Integration of two or more communicational skills.
• Use of communication situations.
• Maximum pupil participation with the teacher as facilitator
• Correctness of English used.
• Infusion
of values.
CHILDREN WHO ARE VICTIMS OF UNEQUAL TEACHING
1. Children who are under taught
• Fail to learn what they could learn
• Fall behind others and become discouraged
• Develop dislike for school
• May escape from schooling at earliest opportunity
• Find themselves boxed in by lack of education
2. Children who are over
taught
• Waste time in over learning
• Become board with school
• May develop distaste for learning
• May fail to find themselves
3. Children who are mist
aught
• Limit interest to subjects taught to them
• May learn to dislike or fear some subjects
• Fail to develop broad base for further learning
• Grow up half educated
4. Children who are not
taught
Respond less to their
environment
May develop prejudices against
the arts
Function in a limited way in some aspects of human relationships
May remain ignorant of
important realms of human experience
THE TWELVE THINGS TO DO TO IMPROVE THE GRADE OF OUR PUPILS
• Let him or her know you are interested.
• An important key, surround him with books.
• Happiness is a vital ingredient of success.
• An adequate place for study.
• Help your child acquire sound study habits.
• Help your child believe in himself.
• Increase your child’s interest in learning
• Teach your child to use reference books.
• Help your child read better.
• Help your child learn to write legibly and fast.
• Help your child learn to listen.
• Help your child learn to take tests.
TEN COMMANDMENTS OF TEACHING
• THOU SHALT KNOW THYSELF
• THOU SHALT KNOW THY STUDENTS
• THOU SHALT KNOW THY SUBJECT MATTER WELL
• THOU SHALT RESPECT THY STUDENTS AS PERSONS
• THOU SHALT MOTIVATE THY STUDENTS TO LEARN
• THOU SHALT COMMUNICATE EFFECTIVELY
• THOU SHALT CIRCULATE
• THOU SHALT AVOID TALKING TOO MUCH IN CLASS
• THOU SHALT EVALUATE LEARNING OUTCOMES REGULARLY
• THOU SHALT DO WHAT THOU SAYEST
THE 8 be ATTITUDES OF A TEACHER
1.
BE COMPETENT
2.
BE CONCERNED
3.
BE CREATIVE
4.
BE CONSISTENT
5.
BE OPEN
6.
BE PATIENT
7.
BE POSITIVE
8.
BE YOURSELF