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How do you assess your successful delivery of lesson in the class?

Teaching Teaching Adults Teaching English Teaching Skills
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تم إضافة السؤال من قبل anayat bukhari , Researcher, English Content Writer, Publisher , Noor Foundation
تاريخ النشر: 2013/12/27
التصويت كمفيد (2) المشاهدات (3) المتابعون (1) الإجابات (1) بلّغ عن السؤال
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amany said
من قبل amany said , مدرسة لغة انجليزية , مدرسة عمر بن الخطاب التجريبية للغات

  • 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)

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