How teachers prepare for lessons

Preparing the teacher and students for the lesson

Рубрика: Филология, лингвистика

Дата публикации: 07.12.2019 2019-12-07

Статья просмотрена: 267 раз

Библиографическое описание:

Иногамова, Н. А. Preparing the teacher and students for the lesson / Н. А. Иногамова. — Текст : непосредственный // Молодой ученый. — 2019. — № 49 (287). — С. 584-586. — URL: https://moluch.ru/archive/287/64234/ (дата обращения: 15.08.2022).

The successful conducting of the lesson and the achievement of the goals set is largely determined by the coordinated activity of the teacher and students, which in turn depends on their preparation for the lesson. Careful preparation for the lesson is especially necessary for young teachers who do not have sufficient experience in pedagogical work. In preparing a teacher for a lesson, there are two stages: preliminary and immediate. Preliminary preparation for the lesson consists in the teacher studying the special, pedagogical and methodological literature, in carefully familiarizing himself with the content and requirements of the curriculum in his subject and an explanatory note to it, with textbooks and teaching aids, with the experience of other teachers, in analyzing personal experience in previous periods, in determining the location of a given lesson in the lesson system by section or topic of the program, in thematic planning. The teacher also needs to get acquainted with the programs and textbooks on related subjects and on their subject in junior and senior classes. Before the start of the school year, the teacher distributes in time the study of all the topics of the program, setting the appropriate calendar dates taking into account the number of weekly hours allocated by the curriculum for studying this subject, and the schedule of classes. The program marked in this way serves the teacher as a schedule of work on the subject, helping him to control the timing of the passage of individual sections of the program, in order to avoid unnecessary haste and not to lag behind in the study of the material. Teachers are recommended thematic planning of academic work on the subject. In this case, the theme of each lesson, the content and the main types of work performed in the lesson are determined.

The teacher’s immediate preparation for the lesson consists in specifying thematic planning for each lesson, thinking through and making plans for individual lessons, selecting and checking the necessary manuals and equipment. A lesson plan (sometimes called a lesson work plan as opposed to a thematic plan) is required for each teacher. Usually, only its volume differs from a detailed summary by a novice teacher (trainees for their first lessons make a detailed summary indicating the detailed content and description of the lesson and all their actions) to a short and concise plan by experienced teachers. A detailed plan indicates the teacher’s thoughtfulness of all the details of the upcoming lesson. One cannot agree with the opinion of some teachers that the use of the plan during the lesson can negatively affect their authority among students. Quite the opposite: a teacher should teach his children how to work according to plan. The lesson plan is compiled in any form, however, the following elements should be reflected in it: the date of the lesson and its number according to the thematic plan; the name of the topic of the lesson and the class in which it is held; tasks of education, upbringing and development of schoolchildren; the structure of the lesson, indicating the sequence of its stages and the approximate distribution of time in these stages; content of educational material; methods and techniques of the teacher and students in each part of the lesson; educational equipment necessary for the lesson, including visual technical teaching aids, homework. When drawing up a lesson plan, the teacher proceeds from thematic planning, determines the place and role of this lesson as a structural unit in the general lesson system. When selecting the content of the lesson, the requirements of the curriculum for the subject are taken into account, special attention is paid to its ideological, scientific, theoretical and philosophical orientation, logical sequence and dosage, so as not to overload the lesson and at the same time ensure that students learn the necessary knowledge, skills and abilities. It is equally important to determine the teaching methods and techniques at each stage of the lesson, the nature of the cognitive activity of students (reproductive and search), the combination of frontal, group and individual work of students in the lesson, to select and prepare the necessary didactic material, experiments, visual and technical teaching aids. All this work is carried out taking into account the implementation of the teaching principles, cementing and defining all the components of the lesson. In preparation for the upcoming lesson, you should analyze the previous lessons held in this class in order to provide measures to eliminate the discovered shortcomings and shortcomings.

The success of the lesson and its results depend not only on teacher training, but also on student training. Unfortunately, many teachers do not pay due attention to this issue in practical work. Meanwhile, the targeted preparation of students for the next lesson (or lessons) creates a positive psychological mood in them, arouses increased cognitive interest.

Preparing students for upcoming lessons involves: familiarizing them with the plan for studying program material in upcoming lessons, which is especially important in educational work with high school students; the implementation of preparatory homework, such as acquaintance with certain sections of the textbook, accessible to students, reading popular science literature on the problems of the upcoming lesson, making observations and simple experiments that will facilitate the study of new material.

During the lesson, the teacher provides active cognitive activity of students using various forms of its organization: frontal, collective and individual. The organization of the educational work of students in a lesson at school is closely connected with the formation and strengthening of the classroom team. Frontal training corresponds to this goal, in which the class collective acts as a single whole, and each student individually participates in it as a member of the collective, performing part of the overall work entrusted to him.

The front-line form of organization of students’ educational activities in the lesson helps to establish particularly close relations between the teacher and the class, the joint friendly work of students, during which common participation in solving not only educational, but also educational problems, mutual assistance, the formation of sustainable cognitive interests, allows you to use a variety of methods and techniques to enhance the learning process. This form ensures the involvement of all students in the class and their overall progress in learning.

Frontal work in the lesson is combined with individual. So, along with the frontal presentation of the material by the teacher, which is most often used to communicate new information, frontal conversation is widely used.

By asking questions (problematic, suggestive, etc.), comments and evaluative judgments, the teacher directs the conversation in such a way as to involve individual students in the collective discussion, taking into account their individual characteristics.

The problem of improving the effectiveness of the lesson, that is, achieving the goals set, is one of the most important in didactics and practical work of schools. The modern stage of improving the lesson is characterized by the study of the characteristics of the main form of organization of training in new conditions, when the performance indicators of the lessons are not limited solely by the level of knowledge acquired by students, but include the degree to which they possess cognitive skills and the formation and development of their cognitive interests.

The most important direction for improving the lesson is to establish the optimal combination and interaction of its main components: the tasks of education, training and development of the content of educational material, teaching and learning methods, ways of organizing the learning process and cognitive activity of students. To solve this problem, first of all, a clear definition and statement of the tasks of the lesson (and the system of lessons), integrated planning of the educational tasks of each lesson (educational, educational, as well as the development tasks of schoolchildren) are necessary. The effectiveness of the modern lesson is achieved by solving the whole range of tasks, concentrating and thinking schoolchildren on the main, leading ideas and concepts of the topic studied, organizing search activities that have a positive impact on the emergence and development of cognitive interests of students.

Strategies for Teachers: The Power of Preparation and Planning

Preparation and planning are a critical component of effective teaching. Lack thereof will lead to failure. If anything, every teacher should be over prepared. Good teachers are almost in a continuous state of preparation and planning. They are always thinking about the next lesson. The impact of preparation and planning is tremendous on student learning. A common misnomer is that teachers only work from 8:00 – 3:00, but when the time for preparing and planning is accounted for, the time increases significantly.

Make the Time to Plan

Teachers get a planning period at school, but that time is rarely used for “planning”. Instead, it is often utilized to contact parents, conduct a conference, catch up on emails, or grade papers. True planning and preparation occur outside of school hours. Many teachers arrive early, stay late, and spend part of their weekends working to ensure that they are adequately prepared. They explore options, tinker with changes, and research fresh ideas in hopes that they can create the optimal learning environment.

Teaching is not something you can do effectively on the fly. It requires a healthy blend of content knowledge, instructional strategies, and classroom management tactics. Preparation and planning play a critical role in the development of these things. It also takes some experimentation and even a little luck. It is important to note that even well-planned lessons can quickly fall apart. Some of the best-conceived ideas will end up being massive failures when put into practice. When this happens, teachers have to go back to the drawing board and reorganize their approach and plan of attack.

The bottom line is that preparation and planning do matter. It can never be viewed as a waste of time. Instead, it should be viewed as an investment. This is an investment that will pay off in the long run.

Six Ways Proper Preparation and Planning Will Pay Off

Strategies for More Efficient Planning

The first three years of teaching are the most difficult. Spend lots of extra time planning and preparing during those first few years as you are learning the nuances of teaching and sequential years will become easier.

Keep all lesson plans, activities, tests, quizzes, worksheets, etc. in a binder. Make notes throughout the binder according to what worked, what did not, and how you might want to change things.

Every idea does not have to be original. There is no need to reinvent the wheel. The Internet is the greatest teaching resource ever made. There are lots of excellent ideas from other teachers floating around that you can steal and utilize in your classroom.

Work in a distraction-free environment. You will get a lot more accomplished when there are no other teachers, students, or family members around to distract you.

Read the chapters, complete homework/practice problems, take tests/quizzes before assigning them to students. It will take some time to do this upfront, but reviewing and experiencing the material before your students do will ultimately protect your credibility.

When conducting an activity, have all the materials laid out before the students arrive. Practice the activity to ensure that each works correctly. Establish specific procedures and guidelines for students to follow.

Plan days to weeks in advance if possible. Do not wait until the last minute to try to throw something together. Doing so limits your effectiveness.

ABC for beginning teachers (lesson planning)

Lesson planning is a significant element of teaching-learning system. A lesson plan is a step-by-step guide that provides a structure for an essential learning. It helps the teacher to choose the materials, adapt the activities to student’s needs, be prepared to possible problems. An effective lesson plan has three basic components: aims and objectives of the course, teaching and learning activities and, assessments to check student understanding of the topic.

Step 1 — Identify the aims of the lesson

First, identify the type of the lesson: skills (listening, reading, writing, speaking) or systems (vocabulary, grammar, functions, pronunciation).

Then according to the outcomes you want to achieve by the end of the lesson identify the main aims, sub-aims and personal aims:

Type of the lesson:

— To provide clarification and practice of humor related vocabulary in the context of an anecdote and self-quiz

— To develop oral fluency on the topic of “Humor”

— To practice reading skills for gist and specific information on the topic of “humor”

— To be consistent in monitoring

— To give clear instructions

— To improve boardwork

Step 2 — Predict possible problems in the lesson

Secondly, List any potential problems for learners with classroom management and with skills (speaking, writing, reading, listening). Predict how you would deal with potential problems with classroom management.

Step 3 — Plan the stages and activities of the lesson

Here are some lesson frameworks for skill and system lessons.

Receptive skills lessons (reading and listening)

1. Lead-in — to engage students in the context of the lesson and raise their interest — it might be a title or a picture discussion, anything what prepare students for reading/listening.

2. Vocabulary pre-teaching (optional) — to pre-teach blocking vocabulary needed for gist reading / listening;

3. Reading/listening for gist or specific information — to set a short, easier task based on general understanding of the text as a whole.

4. Vocabulary pre-teaching (optional) — to teach any vocabulary needed for the detailed task.

5. Reading/listening for detailed comprehension — to set a task based on detailed comprehension (formats might include gap fills, ordering events, true/false, etc).

6. Follow up activity — to do a speaking/writing activity based on the text.

Productive skills lessons (writing and speaking)

1. Lead-in – to generate interest, set topic

2. Vocabulary pre-teaching – to pre-teach any key vocabulary

3. Reading/Listening (optional) – to provide a model of the text type

4. Focus on the layout — to present or elicit the layout

5. Focus on the language — to present or elicit the vocabulary

6. Controlled practice (optional) — to practice using of the vocabulary

7. Freer practice — for students to produce their own writing / speaking

8. Feedback to content — to provide the evaluation of the ideas of writing / speaking

9. Feedback to language — to provide error correction, to highlight good language usage as well!

Systems lessons (vocabulary, grammar, functions, pronunciation)

1. Lead-in – to generate interest, set context

2. Reading/listening for gist — to provide reading / listening practice for general understanding

3. Highlighting TL (target language) — to practice noticing skills

4. Focus on the meaning — to clarify the meaning of TL

5. TL analysis — to highlight the form

6. Controlled practice — to practice using TL

7. Freer practice — to practice speaking for fluency

8. Feedback to content — to provide the evaluation of the ideas of writing/speaking

9. Feedback to language — to provide error correction, to highlight good language usage as well!

Lesson frameworks will differ if you use TTT approach (test-teach-test), TBL (task-based learning) or others.

When planning use different coloured highlighters to highlight each lesson aim and then the activities and stages in the plan that are linked to these aims with the same colour. If there is a stage or an activity in the lesson which is not highlighted, why do you need it?

If you use a coursebook evaluate the materials and check which procedure aims have not been addressed at all so that you add, skip, or modify as you see fit depending on the lesson aim(s) and the learners’ needs and interests. Don’t hesitate to adapt the materials.

Step 4 — Double check everything

Use this checklist to see if your lesson plan is done:

— Does the procedure reflect the type of lesson I am supposed to teach?

— Do the procedure aims help me achieve the main aim of the lesson in a relatively coherent manner?

— Do the stages have transitions?

— Do I have enough time for each stage?

— Have I allowed enough time for feedback/learner questions if need be?

— Have I varied interaction by including appropriate interaction patterns, i.e. pairwork/groupwork, etc. so that the lesson in not monotonous?

— What can I do if activity X does not go the way I have planned? (see anticipated difficulties and problems and revise/add)

— Do I have feedback after each activity?

— Do you have quieter activities before lively ones?

— Do end on a positive note?

Read more information here:

Remember: a good lesson plan makes a confident teacher!

How to Prepare for your First Tutoring Lesson

So, you’ve just secured yourself your first lesson, or perhaps you’re just curious as to what it requires to plan your first tutoring session; either way, we’ve got you covered. Your first lesson can be a little intimidating and scary, but once you conquer it, we promise you’ll be on the path to many happy tutoring days ahead.

Preparation

In order for your first lesson to go smoothly, you will need to do a decent amount of preparation before meeting with your student. You need to be able to tackle any issue the student has with a subject and in order to do so, you need to know what you’re talking about. So, bring out your old text books or jump on the ‘interweb’ and refresh that old noggin.

Once you feel confident with the subject or have sufficiently refreshed your mind with its content, you can now book your first lesson! Jump on the ACE tutors app and accept lessons in your area, ensuring that you use the ACE tutors messenger system within the app to ask your student exactly they are struggling with, ensuring that you are well equipped to tackle their issues head on.

Settle Your Nerves

Your first lesson can be extremely nerve racking, so make sure you take some time to settle your nerves before you start. Take a few deep breaths or try some meditation beforehand to centre yourself and focus your mind. Don’t be overwhelmed, and know that you can always improve, you just need to start somewhere. And remember, you have absolutely nothing to lose and a whole lot of good things to gain by just trying your best.

Create a Plan

Seeing as it’s your first lesson with your student, you’ll need to create a lesson plan. The lesson can be broken down into four parts.

Firstly, introduction. This should usually only take five minutes, but for your first lesson allow for more time within the lesson so you can actually get to know your student.

Secondly, outline the student’s main issues with the subject. In your first lesson, this will take some time so allow at least 20–25 minutes to go into depth and figure out what your student is struggling with.

Thirdly, you will need to discuss these issues and explain where they are going wrong, and what to do to improve. This would usually take up most of your session, but for your first lesson, you probably won’t have much time to get into a deep discussion.

Finally, you will need to summarise what your student has learnt and your expectations for the next lesson.

Get to Know Your Student

Before you can really get started however, you will need to get to know your student. This will help you and your student ‘break the ice’ so to speak. Ask them a few questions about their interests, what they like to do on the weekend etc. After you’ve gotten to know them a little, tell them something about yourself, what you like to do in your spare time, what you’re studying etc. Once that’s out of the way, ask about their current grades, their level of learning and where they are lacking and excelling. It is extremely important for you to determine their prior knowledge on the subject so you know exactly where to start.

Once you’re clear on where your student is at, you can work together to set some goals. It’s probably a good idea to get their parents involved with this so they can help you in having your student reach these goals. If you want more in-depth instructions as to how to create goals with your student, check out our How To Succeed as a Tutor post.

Starting the Lesson

Alrighty, you should now have all the information you need to now start the lesson. All you need to do is start discussing the issues your student is having, then go from there! Start unpacking your student’s questions, discuss where they are going wrong, show them the correct way, then get your student to do the same. That’s it! You may need to read over essays or go through old tests with your student to show them what they need to correct.

Issues to Expect

Now we’re not saying that you will encounter any major issues, but from our experience, there are certain things you need to be aware of. The first being your student’s inability to explain why the subject is so challenging for them. They may feel a little bit awkward and uneasy about the lesson, just reassure them that you are not there to judge them on their progress, you’re there to help them get to where they need to be. If they are having issues expressing why the subject is so difficult for them, avoid asking your student any why questions, they only add pressure to the situation and can lower your student’s self-confidence. Instead, work towards figuring out alternatives to how they can find out the problems they are encountering and where it is they are falling behind.

Another issue you may encounter is your student attempting to procrastinate (I mean, they’re only human). This is probably due to the fact that they’re unsure as to how to start the lesson or what is expected of them. Take the lead and ensure that they remain on task.

Finally, your student may not know how to work ‘one on one’ with a tutor. This problem is easily fixed, just run them through your lesson plan, what you expect from them and what they should expect from you. Let them know what will happen each time you meet and that they should feel comfortable asking you any questions they should have about the subject.

And that’s all! You now know everything you need to know about your first lesson, how to prepare for it, how to conquer your student’s issues and how to tackle problems that may come up. If you haven’t done so already, head to the ACE Tutors app and set up an account. It’s 100% free and the easiest way to connect yourself with students in your area. Good luck!

How teachers prepare for lessons

DO YOU WANT TO TEACH A LANGUAGE?

We currently have 145 articles in the Teacher’s Handbook See the Full list

How to Prepare the Perfect Lesson Plan

As a teacher, there are times when we all struggle to make a lesson plan that is not only a hit with the students but also meets predetermined learning objectives. If you are a Type A personality, then you may be trying to find a solution to make the “perfect lesson plan”. I hate to be the one to break it to you, but perfection doesn’t exist in anything and the same goes for writing a lesson plan. I can’t help you prepare the perfect lesson plan, but I can help you prepare a pretty darn good one!

Here are some easy tips to help you to prepare a lesson plan for your language students:

1. Understand the level & ability of your students. Whenever you are planning a lesson, it is important to realize the language level of your students. You need to keep in mind your students’ ability throughout your prep time. If you are using a language book assigned by your school or institute for the class you are teaching, you may need to modify it according to the level of your students.

2. Use the book as a launch pad, not a crutch. If you spend the entire class period simply following the outline given in the book without adding anything else to the lesson, then your lesson is not going to go very well with your students; most of them could have read the book on their own. Your job as a teacher is to bring something above and beyond the book to the table. The book is just a skeleton for your lesson; you need to fill it in to make it truly meaningful. You can do that by relating the lesson to real life, adding relevant supplementary materials, or creating additional activities for your students.

If you spend the entire class period simply following the outline given in the book without adding anything else to the lesson, then your lesson is not going to go very well with your students

3. Recognize the attention span of your students. If you are teaching kindergarten students, then it is highly unlikely that they will be able to sit still and stay focused on one activity for an hour. Even adults will struggle to do that! Instead, break up the lesson. Allot time in your lesson for activities that require the students to move around, stretch, and talk. A good rule of thumb to follow is for every 50 minutes of class; you should have three different activities. For example, 20 minutes of reading & writing, 15 minutes of classroom discussion/debate, and 15 minutes of activity.

4. Use different teaching tools. If you want your students to really engage in your lesson, then it may be a good idea to bring something besides a book to your classroom. When you add video clips, music, or even simple props to your lesson plan, the students are more likely to pay attention. You can also do activities that require things like paint, colored paper, or building blocks. Coming up with ideas and sourcing materials may take time, but if you want to make a good lesson plan, you have to put forth the effort!

5. Be prepared with a backup plan. You might be asking why you need a backup plan if you create a good lesson plan to begin with. The thing about working with people is that there is always a variable of the “unknown”. You may come up with a really fun and exciting lesson plan that involves a few different activities and requires 15-20 students. Then, when you show up in class, you find out that the flu has been going around and you only have 7 students in class. In this situation, you need to have a backup plan. Preparing a great lesson plan means preparing a plan B.

By following these simple steps you will be that much closer to preparing the perfect lessons plan. Be prepared for the unexpected and don’t be afraid to improvise. Most importantly remember to have fun!
What about you? When you gave your very first class how did it go? Were you completely prepared? Let us know about your experience in the comments section below!

About the author

Emily has taught English to ESL learners in four Asian countries. Although she taught students from 3-60, she has a definite affection for preschoolers and college students. She has also worked as an ESL curriculum writer and is TESOL certified. When she is not teaching, she loves watching and making films.