Good lesson planning is essential to the process of teaching and
learning. A teacher who is prepared is well on his/her way to a
successful instructional experience. The development of interesting
lessons takes a great deal of time and effort. As a new teacher you
must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is
worthless if interesting delivery procedures, along with good classroom
management techniques, are not in evidence. There is a large body of
research available pertaining to lesson development and delivery and the
significance of classroom management. They are skills that must be
researched, structured to your individual style, implemented in a
teacher/learning situation, and constantly evaluated and revamped when
necessary. Consistency is of the utmost importance in the
implementation of a classroom management plan.
All teachers should understand that they are not an island unto
themselves. The educational philosophy of the district and the
uniqueness of their schools should be the guiding force behind what takes place
in the classroom. The school’s code of discipline, which should be
fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts.
SUGGESTED PRACTICES
- Establish
a positive classroom environment
- Make
the classroom a pleasant, friendly place
- Accept
individual differences
- Learning
activities should be cooperative and supportive
- Create
a non-threatening learning environment
- Organize
physical space; eliminate situations that my be dangerous or disruptive
- Establish
classroom rules and procedures and consistently reinforce them
- Begin
lessons by giving clear instructions
- State
desired quality of work
- Have
students paraphrase directions
- Ensure
that everyone is paying attention
- Ensure
that all distractions have been removed
- Describe
expectations, activities and evaluation procedures
- Start
with a highly motivating activity
- Build
lesson upon prior student knowledge
- Maintain
student attention
- Use
random selection in calling upon students
- Vary
who you call on and how you call on them
- Ask
questions before calling on a student; wait at least five seconds for a
response
- Be
animated; show enthusiasm and interest
- Reinforce
student efforts with praise
- Vary
instructional methods
- Provide
work of appropriate difficulty
- Demonstrate
and model the types of responses or tasks you want students to perform
- Provide
guided practice for students; monitor responses and deliver immediate
corrective feedback
- Use
appropriate pacing
- Be
aware of your teaching tempo
- Watch
for cues that children are becoming confused, bored or restless; sometimes
lesson have to be shortened
- Provide
suitable seatwork
- Seatwork
should be diagnostic and prescriptive
- Develop
procedures for seeking assistance; have a “help” signal
- Develop
procedures for what to do when finished
- Move
around to monitor seatwork
- Vary
methods of practice
- Evaluate
what has taken place in your lesson
- Summarize
the lesson and focus on positive gains made by students; use surprise
reinforcers as a direct result of their good behaviour
- Determine
if the lesson was successful; were goals accomplished?
- Make
a smooth transition into next subject
- Have
materials ready for next lesson
- Maintain
attention of students until you have given clear instructions for the
next activity
- Do
not do tasks that can be done by students (i.e. passing out paper or
collecting assignments); use monitors
- Move
around and attend to individual needs
- Provide
simple, step-by-step instructions
- Utilize
a freeze and listen signal, when necessary
- Develop
positive teacher/student relationships
- Set
a good example; be a positive role model
- Create
an exciting learning environment for all students
- Reward
good behaviour; create special activities that children will enjoy doing
- Correct
misbehaviours; have consequences of disruptive behavior; communicate them
to children
- Handling
disruptions
- Keep
is short and simple (KISS)
- Use
a warning system
- Defer
disruptive behaviour proactively (eye contact, close space between you
and student, use head/hand gestures)
- Help
students be successful
- Use
planned ignoring (and teach other student to also ignore)
