Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.

Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged – it happens to even the most experienced teachers! Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom. For additional feedback on planning and managing class time, you can use the following resources: student feedback, peer observation, viewing a videotape of your teaching, and consultation with a staff member at CRLT (see also,Improving Your Teaching: Obtaining Feedback, http://www.crlt.umich.edu/gsis/P9_1.php and Early Feedback Form, http://www.crlt.umich.edu/gsis/earlyfeedback.pdf).

Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

b)Monologue

Read the description of a student and decide how you would deal with him as a teacher:

M. is a 36-year-old lawyer. He joined your evening class of adults last term. He always arrives late, is very noisy when he arrives and sits complaining and talking most of the lessons. He disturbs the other students who have started complaining to you about him. Although he says he really needs to learn English for his work, he doesn’t seem to be very interested and doesn’t work very hard

Deal with it before it becomes too big.It’s good to have ground rules from the very beginning of a course. If you suspect that students might come late (or even if you don’t), lay out your expectations at the beginning of a course. One teacher told me that she makes it very clear when the students should be in the classroom. She tells them: “You need to be in the classroom before I am. I will start to make my way to the classroom as soon as the bell rings.” This, she says, gives the students plenty of warning.You can also make it clear at the beginning of a course how important it is to you that students arrive on time.

Personalization.Sometimes it is best to sit down with students on a 1-to-1 basis. If you really want to get to the bottom of the problem with a particular student, find out what’s causing the problem. They might have a genuine reason for being late that they don’t want to share with other members of the class. If you keep a record of students’ attendance, you can try to find a way to relate the problem to the individual student in a way that connects with them. If they’re paying for a course, for example, you can show them how much money they’ve wasted. Or perhaps they really are eager to learn, but don’t see the impact that their lateness is having on their development, so you can try to point out the learning opportunities that they have missed during their absence. Being late doesn’t necessarily mean that the student is a ‘bad learner’. People think differently, so find which angle to approach the problem from for the individual.Keep Calm, Cool and CollectiveNaturally, when someone gets you upset it is common to react with frustration and anger. When this happens, it's important to remain calm. Take a deep breath, or even walk away from the situation for a moment to clear your head. Remember, this child may not have learned the tools of how to properly communicate, and now it is your job to teach them. When you stay calm in a difficult situation, it will model for the student that this is the proper way to react. Sometimes overt behavior can be contiguous and that only leads to a classroom of unwanted chaos.

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1.a) Communicative types of sentences. Simple sentence: constituent and paradigmatic structure

Date: 2015-12-24; view: 1122