The document presents a training workshop on conducting demo lessons, highlighting their importance for applicants to showcase their teaching skills to potential employers and for schools to assess candidates. It outlines preparation steps, the structure of an effective demo lesson, and offers practical tips for delivering the lesson, managing the classroom, and reflecting afterward. Key aspects include defining objectives, selecting delivery methods, and engaging students throughout the lesson process.

1. TRAINING
WORKSHOP
DEMO LESSON
Presented by: Shereen
Hwaidy

2. INTRODUCTION
What is a demo lesson?
It`s a mock lesson that you teach to another
teacher's class or to a group of administrators.
What is the purpose for it?
The purpose of a demo lesson is to show how
well-prepared you are to teach a lesson, how you
present yourself, and how you engage students.
Presentation By Shereen Hwaidy 01 of 13

3. HOW DO YOU SEE YOURSELF
DURING A DEMO LESSON?
• How do you prepare?
How do you present yourself and your
demo?
• How you deal if someone treats you
unfair or insult you?
• How do you motivate yourself for
your demo?
• How do you structure your lesson?
02 of 13

4. TABLE OF CONTENT
WHY DEMO LESSON IS IMPORTANT? PREPARING FOR YOUR DEMO
BEFORE DEMO DURING DEMO
AFTER DEMO PRACTICAL DEMOS
Presentation By Shereen Hwaidy 03 of 13

5. WHY DEMO LESSON IS
IMPORTANT?
For the applicant teacher:
It is a chance for you to showcase your
teaching skills, knowledge, and personality
to potential employers.
For the school committee:
It`s a chance to choose from job candidates
the best ones, and it`s a chance for them to
make sure their teachers are equiped with
the perfect strategies, techniques ...etc.
05 of 13

6. CONTINUE
as a part of the interview , a
representative will ask you to
present a demonstration lesson in
front of a group of students or
representatives.
Presentation By Samira Hadid 06 of 13
Tip 1 #
Always come to your interview
prepared with a demo lesson even
if it`s your first interview or if not
been asked to conduct one.
Tip 2 #
Even if you have no or limited
demo experiences , try to present
a well one as much as you can
equipped with research and a
well prepared presentation or
teaching aids or activities.

7. PREPARE FOR YOUR DEMO
Be sure to clarify what you are being asked to
do and what the principal or hiring
representative's expectations are for your
lesson. Before your demo lesson, you may
want to ask the questions below:
• Where should I report for the
demonstration lesson, and
• who should I ask for?
• What grade level will I be teaching?
• How much time do you I have ?
07 of 13

8. 3 STEPS PROCESS FOR CREATING A
DEMO LESSON
OBJECTIVE DELIVERY METHOD STRUCTURE YOUR LESSON
12 of 13

9. • STEP 1: START WITH AN OBJECTIVE
Make sure that you have a clear /
measurable objectives.
What should the students know at the
end of this lesson?
08 of 13
3 steps process for
creating a lesson
• STEP 2: SELECT YOUR DELIVERY
METHOD BASED ON YOUR
OBJECTIVES.
• STEP 3: STRUCTURE YOUR LESSON
PLAN WITHIN THE ESSENTIAL
LESSON PLAN STRUCTURE .

10. LESSON PLAN BASICS
BEGINNING: HOW WILL YOU CHECK FOR THE CURRENT KNOWLEDGE?
HOW WILL YOU INTRODUCE THE TOPIC?WHAT IS YOUR PURPOSE?
Presentation By Samira Hadid 09 of 13
MIDDLE: HOW WILL YOWHAT ACTIVITIES WILL YOU USE TO
FACILITATE TO THE STUDENTS UNDERSTAND THE MATERIAL YOU
ARE PRESENTINGU INTRODUCE NEW MATERIAL?HOW WOULD
YOU ASSESST YOUR STUDENTS?
END: HOW WILL YOU END THE LESSON?HOW WILL
ASSESS YOUR STUDENTS UNDERSTANDING?
TIMING: IS THE LESSON PLAN YOU HAVE PLANNED IS
APPROPRIATE FOR THE GIVEN FRAME TIME?

11. TIPS FOR APPROPRIATE LESSON PLAN OF 40 -60
MINUTES
THE STRUCTURE OF THE LESSON PLAN:
1- LESSON PLAN OPENNING (5-10
MINUTES)
2- INTRODUCTION OF A NEW MATERIAL
( 15-20 MINUTES).
3- STUDENT PRACTICE OF A NEW
MATERIALS ( 20-25 MINUTES).
4- CLOSING ( 5 -10 MIUTES)
10 of 13

12. THINGS TO CONSIDER
ASSESSMENT/CHECK FOR UNDERSTANDING : HOW WILL YOU
DETERMINE WITHER THE STUDENTS UNDERSTOOD THEPURPOSE OF
THE LESSON?HOW WILL YOU MAKE SURE THAT THE OBJECTIVES
HAVE BEEN ACHIEVED?
Presentation By Samira Hadid 09 of 13
ADJUSTMENTS: WHAT ADJUSTMENTS WILL YOU DO IF THERE`S A
STUDENT DO NOT UNDERSTAND?
MATERIALS: WHAT MATERIALS WILL YOU NEED TO SUPPORT YOUR
INSTRUCTION? WHAT MATERIALS ,IF ANY, YOU NEED TO PREPARE
FOR STUDENTS IN ADVANCE THAT WILL HELP THEM UNDERSTAND
AND ENGAGE IN THE LESSON?

13. PRACTICING SETS YOU
UP TO SUCCEED
• CAREFULLY REVIEW ANY LESSON
YOU PREPARED
11 of 13
SO THAT YOU ARE FAMILIAR WITH THE
CONTENT AND THE SEQUENCE
• IN ORDER TO TEACH EFFECTIVELY, MAKE
THE LESSON YOUR OWN BY USING YOUR
OWN LANGUAGE AND IDEAS.
• TIME YOURSELF

14. PRACTICING SETS YOU
UP TO SUCCEED
11 of 13
• PRACTICE IN FRONT OF A FEW
PEOPLE.
• TRY TO ANTICIPATE A SITUATION
THAT MIGHT OCCURE

15. DURING YOUR LESSON
• REMAIN COMPOSED AND CONFIDENT
13 of 13
• SPEAK CLEARELY AND REMEMBER TO
PROJECT YOUR VOICE
• IT`S VERY HELPFUL TO GET TO KNOW
WHAT STUDENTAS ALREADY KNOW
ABOUT THE TOPIC YOU ARE PRESENTING.
• FOLLOW THE LESSON PLAN THAT YOU
HAVE PREPARED , BUT TRY TO BE
FLEXIBLE.

16. DURING YOUR LESSON
• REMEBER TO CHECK FOR STUDNETS
UNDERSTANDING THROUGHOUT THE
LESSON , NOT JUST AT THE END.
13 of 13
• REMAIN POSITIVE, TELL THE STUDENTS
WHEN THEY ARE DOING WELL.

17. CLASSROOM MANAGEMENT STARATEGIES
• INTRODUCE YOURSELF AS MS....
Presentation By Samira Hadid 09 of 13
* CREATE NAMES FOR THE STUDENTS: SO THAT YOU CAN
CALL THEM BY THEIR NAMES
* ALWAYS CIRCULATE AROUND THE CLASSROOM : DURING OR
THROUGH ANY ACTIVITY .
* USE POSITIVE REINFORCEMENT : TO ENCOURAGE STUDENTS .
* KEEP STUDENTS ENGAGE : BY ENLISTING THEIR HELP IN PASSING
OUT MATERIALS,OR WRITING ON THE BOARD .
* USE NON-VERBAL CUES : to redirect students if they lose focus (pointing
to a book or notes, direct eye-contact, using your hand to gesture lowering
their sound level)

18. AFTER YOUR LESSON
11 of 13
• Reflect on what worked and what could
have been done differently.
• The principal/school representative may ask you
to share your thoughts on how you thought the
lesson went. Be prepared to explain your choices
and assumptions driving the lesson. It is
important to have a rationale behind what you do.

19. AFTER YOUR LESSON
11 of 13
• Reflect on what worked and what could
have been done differently.
• The principal/school representative may ask you
to share your thoughts on how you thought the
lesson went. Be prepared to explain your choices
and assumptions driving the lesson. It is
important to have a rationale behind what you do.

20. THANK YOU