EFFECTIVE LESSON PLANNING, DELIVERY TECHNIQUES

AND CLASSROOM MANAGEMENT SUGGESTIONS

Good lesson planning is essential to the process of teaching 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.

It is also important to realize that the best planned lesson 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.

All teachers should understand that they are not an island unto 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.

SUGGESTED PRACTICES

• Establish a positive classroom environment
• Make the classroom a pleasant, 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

• Begin lessons by giving clear instructions
• State desired quality of 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

• Maintain student attention
• Use random selection in calling upon students
• Vary 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
• Provide guided practice for students; monitor responses and deliver immediate corrective feedback

• Use appropriate pacing
• Be aware of your teaching tempo
• Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened

• Provide suitable seatwork
• Seatwork should be diagnostic and prescriptive
• Develop procedures for seeking assistance; have a “help” signal
• Develop procedures for what to do when finished
• Move around to monitor seatwork
• Vary methods of practice

• 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?

• Make a smooth transition into next subject
• Have materials ready for 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

• Develop positive teacher/student relationships
• Set a good example; be a positive 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)