Lesson planning and Classroom management Seyed hamed Hashemian CELTA holder IELTS Tutor

1. Lesson planning and Classroom management
SECTION 2 :CHAPTER 3 & CHAPTER 4
Presenter: Seyed Hamed Hashemian
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3. A concise summary of section 2(Ch2 & Ch3)
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4. Introduction:
This section mostly has an elaboration on two aspects of language
lesson:
1.Planning the lesson
2.Managing learner behavior during a lesson
Farrell discusses the processes involved in the:
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5. • At the stage, teachers need to think about questions such as what
the objective(s) of the lesson will be, what materials and activities will be
utilized, what type of interaction will be encouraged, and how the learning will
be monitored.
Planning:
OBJECTIVES OF THE LESSON
MATERIALS AND ACTIVITIES
TYPE OF INTERACTION
MONITORING THE LEARNING PROCESSHamed Hashemian 5

6. • At the stage, the teacher’s job is not simply to
carry out the lesson as previously planned. During the lesson,
interactive and evaluative decisions will often have to be made in
response to the dynamics of the class. It may be necessary for
teachers to adjust or even change the original plan when the
lesson is not going well.
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7. • Having implemented the lesson, the teacher must the success
or failure of the lesson. This phase is significant as it provides an
opportunity for the teacher to reflect on what has gone on in the lesson in
comparison to the objectives of the lesson. Important questions to ask at
this phase include what the pupils acquired in the lesson, which takes were
successful, whether the material was appropriate, whether the pace of
lesson was right, and what changes need to be made in future lessons.
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8. • Three aspects of classroom management are the focus of
current chapter:
1.MOTIVATION
2.CONSTRAINTS
3.TEACHER’S ROLE
Effective management of these three aspects, Lewis points out,
can lead to a classroom atmosphere that helps pupils “make the
most of the opportunities for learning and practicing
language.”
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9. • A large number of teachers engage in yearly, term, unit, weekly,
and daily lesson planning.
Yearly and term planning usually involve listing the objectives for a
particular program. A unit plan is a series of related lessons around
specific theme such as“The Society.” Planning daily lessons is the end
result of a complex planning process that includes the yearly, term, and unit
plans. A daily lesson plan is a written description of how students will
move toward attaining specific objectives. It describes the teaching
behavior that will result in student learning.
For the purpose of this chapter, lesson planning is defined as the daily
decisions a teacher makes for the successful outcome of a lesson.
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10. Why Bother Writing A Plan?
Richards(1998) suggests that lesson plans help the teacher think about the
lesson in advance to “resolve problems and difficulties, to provide a
structure for a lesson, to provide a ‘map’ for the teacher to follow, and
to provide a record of what has been taught.”
There are also internal and external reasons for planning(McCutcheon,
1980).
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11. feel more confident
Internal learn the subject matter better
enable lessons to run more smoothly
anticipate problems before they occur
satisfy the expectations of the principal or supervisor
External
guide a substitute teacher in case the class needs one
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12. Daily lesson planning can benefit instructors substantially in the following
ways:
1. think about content, materials, sequencing, timing, and activities
2. secure unpredictable atmosphere of a classroom
3. log of what has been taught
4. the substitute teacher smoothly takes over a class
It can also benefit students owing to the fact that it contemplates the
different backgrounds, interests, learning styles, and abilities of the
pupils in one class.
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13. MODELS OF LESSON PLANNING:
Tyler’s (1949) rational-linear framework: 4 steps that run sequentially:
specify objects
select learning activities
organize learning activities
specify methods of evaluation
Tyler found out that the vast majority of teachers
focused mostly on the interests and needs of their
students.
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14. Yinger (1980) developed an alternative model in which planning occurs in stage:
Stage1: problem conception(discovery cycle of the teacher’s goals, knowledge and experience)
Stage2: sees the problem formulated and a solution achieved
Stage3: involves implementing the plan along with its evaluation
On the basis of some studies it has been proved that myriads of teachers tend to deviate from the original
plan and why?
1.Serve the common good
2.Teach to the moment
3.Further the lesson
4.Accommodate students’ learning styles
5.Promote students’ involvement
6.Distribute the wealthHamed Hashemian 14

15. HOW TO PLAN A LESSON:
Developing the plan: An effective lesson plan commences with appropriate and clearly written objectives.
Lesson Phase Role of Teacher Role of Students
1. Perspective(opening) Asks what students have learned in
previous lesson
Previews new lesson
Tell what they’ve learned previously
Respond to preview
2. Stimulation Prepares students for new activity
Presents attention grabber
Relate activity to their lives
Respond to attention grabber
3.Instruction/Participation Presents activity
Checks for understanding
Encourages involvement
Do activity
Show understanding
Interact with others
4. Closure Asks what students have learned
Previews future lessons
Tell what they have learned
Give input on future lessons
5. Follow-up Presents other activities to reinforce
same concepts
Presents opportunities for
interaction
Do new activities
Interact with others
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16. Parts of The Plan
Front page Procedure
 (Description) -- Stage
 Main aim(of the whole lesson) . Stage name
 Sub Aims . Stage Aim
 Background -- Procedure
• Class profile . What the T will do
• Assumptions . What the Ss will do
• Personal Aims . ICQs/CCQs as necessary
• Timetable Fit . Feedback stage
• Anticipated Problems & Solutions -- Materials
 Materials . specifically for each stage
 Language Analysis -- Interaction pattern
-- TimeHamed Hashemian 16

17. The following questions may be useful for language teachers to answer before planning
their lessons:
• What do you want the students to learn and why?
• Are all the tasks necessary – worth doing and at the right level?
• What materials, aids, and so on, will you use and why?
• What type of interaction will you encourage – PW or GW – and why?
• What instructions will you have to give and how will you give them(written, oral,
etc.)? What questions will you ask?
• How will you monitor student understanding during the different stages of the
lesson?
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18. IMPLEMENT THE PLAN:
This phase is the most important(and difficult) of the daily lesson planning cycle.
In the current stage, the lesson plan itself will retreat into the background as the reality of
the class takes over. As many experienced teachers know, to get sidetracked by unplanned
events. However, teachers should remember that the original plan was designed with
specific intentions in mind.
When teachers are implementing their lesson plan, they might try to monitor two
significant issues:
1. Lesson variety
2. Lesson pacing
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19. EVALUATING THE PLAN:
As a teacher to ask yourself “whether it(LP) was a good one or not , and why” ,This form
of reflection is for self-development.
Ur offers the following criteria for evaluating lesson effectiveness and orders them:
(1)The class seemed to be learning the material well.
(2)The learners were engaging with the foreign language throughout.
(3)The learners were attentive all the time.
(4)The learners enjoyed the lesson and were motivated.
(5)The learners were active all the time.
(6)The lesson went according to the plan.
(7)The language was used communicatively throughout.Hamed Hashemian 19

20. In order to reflect on after conducting a lesson, a couple of questions might be useful to
ask:
• What do you think the students actually learned?
• What tasks were most successful? Least successful? Why?
• Did you finish the lesson on time?
• What changes (if any) will you make in your teaching and why (or why not)?
Additionally for further clarification of the success of a lesson (Qs):
• What do you think today’s lesson was about?
• What part was easy?
• What part was difficult?
• What changes would you suggest the teacher make?
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21. Teachers’ concerns are mainly motivating students, managing constraints , and
managing the teacher’s role.
Motivating students:
The situation:
When it comes to creating a classroom climate for language learning, Williams and Burden
point to three levels of influence:
1.National and cultural influences on the language being learned
2.The education system where the language is being learned
3.The immediate classroom environment
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22. Teachers’ response:
Teachers encourage language use through both intrinsic and extrinsic motivation.
Career and commercial benefits
Being interpreter Tourism Rewards
An ongoing aspect of motivation is dealing with the behavior of particular students.
Three examples of how a teacher might move through stages in managing a particular
type of behavior:
The back-row distractors
The non-participants
The over exuberant student
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23. Managing constraints:
The situation:
A couple of examples: Some teachers have no photocopiers or no funds to make copies for the
whole class, no tape recorders or video recorders, and their students have no source of interesting
reading material, even in a library.
Teachers’ response:
If traditions of learning make students reluctant to join in group work, then the first step is to
overcome their preconceptions and “sell” the idea of groups.
Explain that groups are a chance to speak without the teacher noticing mistakes.
 When students complain about having to listen to all the other students’ bad English when they
get into group, point out that communication involves listening to everyone and making sense
whether people speak slowly or fast, formally or informally.
Make the activities age-appropriate. Avoid the word games with older learners.
Call for student feedback on group activities. What went well? What could be changed?
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24. Whether the group activity is a discussion , a project or a more specific task. It can have a
variety of goals, which pupils select depending on their level and their interest. In a
multilevel class, goals can be graded for different members of the group, according to their
language competence, by modifying:
 the topic(more abstract or more applied)
 the language difficulty(two versions of the same text)
The amount of input
The graphic support(more or fewer pictures)
The time taken to finish
The level of language students are expected to use for the same purpose
The length of the final “product”
The amount of support from the teacher and from other studentsHamed Hashemian 24

25. Managing the teacher’s role:
The situation:
Teachers sometimes fear losing their central classroom role as practiced in traditional
classroom, where students ask questions that teachers could answer.
Let’s consider two aspects of classroom management :
1.being the way time is managed.
2.the managing of students’ questions.
Number 1 is an example of something which can be planned, whereas the 2nd one involves more
spontaneous management skills.
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26. “Happiness comes when you believe in what you are doing,
know what you are doing and love what you are doing.”
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