PRACTICES FOR A GOOD LESSON PLAN

PRACTICES FOR A GOOD LESSON PLAN 

The purpose of a good lesson plan is really quite simple; it is to communicate. You might ask, communicate to whom? The answer to this question, on a practical basis, is YOU! A good lesson plans you develop are to guide you in organizing your material. The lesson plan helps students learning outcomes. A good lesson plan is a guide for you for a 35-minute class. 35-minute lesson plan fits a particular format is not as relevant as whether or not it actually describes what you want, and what you have determined is the best means to an end.

Write a good lesson plan that can be interpreted or implemented in many different ways. This leads one to conclude that a key principle in creating a lesson plan is to achieve the teaching outcome. A good lesson plan is a clear picture of the different activities a teacher is going to have in a class.  What process one uses to get to a destination depends on available resources and time.

Point to Keep in mind for a Good Lesson Plan 

  • 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 may 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 you call a student to answer it 
  • Give students proper time to think and 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 to reach the goal 
  • 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 behavior
  • 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
  • Give clear instructions for the next activity
  • Do not do tasks that can be done by students use monitors
  • Move around and attend to individual needs
  • Provide simple, step-by-step instructions
  • Develop positive teacher/student relationships
  • Set a good example; be a positive role model
  • Create an exciting learning environment for all students
  • Reward good behavior; create special activities that children will enjoy doing
  • Correct misbehaviors; have consequences of disruptive behavior; communicate them to children
  • Handling disruptions
      • Keep it short and simple (KISS)
      • Use a warning system
      • Defer disruptive behavior proactively (eye contact, close space between you and student, use head/hand gestures)
      • Help students be successful
      • Use planned sentence 

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