Презентация, доклад на тему Effective lesson planning and classroom management suggestions

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.

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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.

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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.

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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

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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

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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

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cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened

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?

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for seeking assistance; have a “help” signal
Develop procedures for what to do when finished
Move around to monitor seatwork
Vary methods of practice

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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

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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 is 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 ignoring (and teach other student to also ignore)

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at school

Preparing for a lesson

Checking tests

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management plan?

Consistency

Individual style

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True

False

Not mentioned

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some groups

Not give individual tasks

Introduce common rules, so-called regulations for a group

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of the lesson to pupils

True

False

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them in a line

Give individual tasks

Be active

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students knowledge

True

False

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calling upon students

Random

In turn

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structures
of a lesson

show enthusiasm
and interest

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to students?

yes

sometimes

no, they should think
over models of responses
themselves

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teacher keep?

fast, non-stop rhythm during the whole lesson

a teacher should be aware of his teaching tempo

show and measured tempo

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marks without explanation

concentrate attention on weak
and negative points of the lesson

summarize the lesson and focus
on positive gains made by students

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a lesson

work on the spot and improvise for students
to be more interested

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to students
to create positive atmosphere

a teacher should let pupils guess about the rules of activity

a teacher should provide simple, clear, step-by-step
instructions for every activity

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should always keep the same tempo
and shouldn't distract to smo's problems

yes, a teacher should move around and attend to individual needs

sometimes, some points must be resolved
and some shouldn't be paid attention,
everything depends on a student.

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mild and kind

a teacher should be set a good example;
be a positive role model

a teacher should be strict

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