Lesson Planning. Classroom management. The motivation of students, evaluation of lessons, Quick Revision

Teachers are not robots or computers to say, we learn and sometimes when you are faced with other issues in life, retrieving what you’ve learned becomes a Problem.

This calls for Continuous Professional Development.

Continuous Professional Development doesn’t mean paying money to do workshops but always Developing oneself to bring out the best.

The information provided here is not new to you.

They are things you know already but serve as a reminder and a check for Teachers to put themselves on the right path again.

Things you may have forgotten.

Classroom management

A Good Teacher manages classroom routines effectively

Examples;

Is the classroom swept before a lesson?

Students must Clean the chalkboard and whiteboard before the lesson starts.

Ask Students to pick pieces of paper on the floor before the lesson starts.

Chairs and tables Must be neatly arranged.

You must Mark register if you have the first-period or for Senior High Schools Mark the register or ask the class prefect to mark the register immediately after you enter.

Distribution of exercise books text and other materials must be given before lessons, not during the lesson. The majority of teachers make this mistake, Some students would use more than half the time to search for their books, and Some who do not want to do the work will use that as an excuse at the end of the lesson to move out.

 Asking them to take it or giving it to them at the beginning saves you a lot of trouble, and you’re able to monitor them well.

You must respect diversity among students.

Respect the cultural background of students example gender issues.

Pronunciation of sounds Ls and Rs.

Making students not feel marginalized.

Maintain positive rapport with students

Understand student problems and respond positively to all.

You must be approachable.

A teacher must appreciate students’ efforts.

You have to be friendly with students or relate well with students.

Knows each student as an individual.

Call students by their names.

Pay attention to individual students who need help.

Refrains questions to suit the level of the pupils challenging questions to brilliant pupils and suitable questions to weaker pupils.

Motivate students

Motivational techniques such as good excellent gifts etc good comments when exercises are marked verbal and nonverbal positive reinforcement.

Relate listening to prior knowledge and life experience.

Your lesson must be related to the previous lesson taught or students’ general knowledge about the topic.

You must use illustrations to depict life experiences

Present lessons in a systematic manner. 

Don’t be carried away by talking about your achievements and all your experiences.

Teachers’ lesson notes must indicate lesson presentation is sequential.

Does he or she use appropriate transition activities?

Do step link and flow sequentially.

RPK is used rightly at the right time.

Uses effective questioning techniques of the students.

Are questions well distributed according to the ability levels of students?

The techniques of questions vary.

Does the teacher exhibit questioning techniques skills

8 engage students in discussions on critical thinking and problem-solving.

Does he or she make students brainstorm?

Does he or she ask questions that require deep thinking and reflection before answering?

Does he or she encourage student participation

does he or she give assignments exercises and tax in class whilst teaching?

Uses techniques that modify and extend student learning.

Does he or she make good use of project work for studentship excursions, Field trips, and experiments as a way of modifying students’ learning?

Engages students in lesson closure.

Does the teacher use people’s responses to build a summary?

Does he or she uses or ask questions to identify whether objectives have been?

Does the teacher make students tidy up after the practical lesson?

Planning and preparation

Indicator

Exhibit knowledge of the subject matter.

Lesson notes must show

Core points reflect the topic

Objectives relate to the topic

Relevant references

The correct explanation of terminologies

Accurate facts.

Objects are SMART and align instructional strategies with lesson objectives.

Lesson notes must show

Objectives are specific, measurable, achievable, within time, and realistic.

Specific and appropriate activities to achieve stated objectives eg. group work, whole class, and individual work. 

Variety of teaching and learning material TLMs.

Content connects with and challenges students to present knowledge skills and values.

Lesson notes should show relevant previous knowledge RPK to connect to the topic.

Relates contents to real-life experiences.

Provide an opportunity for extension of knowledge

Instructional skills

Indicators

States purpose objectives and procedure for lesson

Lesson notes may show an introduction, and indicate the purpose, and benefits of learning to learners.

What’s the lesson seek to achieve

The sequential arrangement of content and steps of activities to be done.

Give procedural and instructional directions. 

Give clear directions for task assignment exercise projects work experiments etc.

Activities and working in groups

Uses a range of strategies for whole class small group and individual teaching and learning.

Various teaching strategies to suit all small groups and individual groups of pupils during lessons.

 Go round to supervisors and in groups working effectively, put students into ability groups when necessary, uses an integrated approach to teaching example teacher-learner, learner-learner

Communication skills

A teacher must communicate with confidence and enthusiasm.

A Teacher must be fluent.

Articulate well, have no Shaky voice nor nervous.

Lively and active in teaching. 

Communicate at students’ level of understanding

Uses simple language that students understand

Uses simple expressions to make him or herself understandable.

Explains technical terms or words.

Uses appropriate and accurate nonverbal oral and written communication.

Uses correct spelling and grammar in written communication

Write boldly, draws, or label well.

Uses correct or pronunciations eg.  ask not axe

Uses a great sign language

Uses body language expression example smiles, nodding, shaking the head flipping fingertips positioning self appropriately.

Project voice Hands shapes orientation appropriately.

Speaks audibly visible hand shapes position itself appropriately varying tones.

Evaluation

Monitor student participation and progress example instruct students to work on the chalkboard or whiteboard. 

Goals to individual students inspecting and correcting their exercises. 

Accessing and illicit oral or written answers or experiments. 

Prompt every student to get involved in discussions. Demonstrate for students to use.

Provide immediate and constructive feedback

Example teacher

Readily answer students’ questions orally.

Write on a chalkboard or whiteboard or uses practical activity or experiments.

Accept correct answers Readily and do not condemn wrong answers.

Discusses pupils’ output or performance with them.

Bases evaluation on instructional goals or objectives.

Questions based on lesson objectives?

Exercises related to lesson objectives?

Does the lesson summary reflect lesson objectives?

4 uses formal or informal assessment strategies to assess student learning before during after instruction to enhance learning.

Does the teacher assess students Both inside and outside the classroom example class exercises quizzes field trips excursions etc?

Does the teacher use a marking scheme in all formal assessments?

Informal lesson discussions oral questioning uses interviews or questions to ascertain their RPK student self-evaluation.

Formal work to program done at the end of the lesson.