Classroom Management Part 3:Lesson Planning

for a Productive Classroom

Marla YoshidaClassroom Management

UCI Extension • International Programs

http://teflclassroommanagement.pbworks.com

Smart lesson planning helps keep students on task

and motivated.

Get students engaged and keep them engaged with student-centered lessons.

• Make sure everyone has something they’re supposed to be doing all the time.

• Students who are engaged and busy don’t get bored easily and don’t have time to goof off.

• That means they stay on task and learn better.

Build accountability into every activity.

• Be sure students have to produce something verifiable.

• Give listeners something to do to keep them attentive.

• Use “Teach your partner” or “Think, pair, and share.”

Change activities often.

• Use a combination of quiet and busy activities, individual and pair work, teacher talk (a little bit) and student production (a lot).

Don’t explain too much at one time.• Too much teacher talk results in cognitive

overload.

When you’re calling on students…

• Use unpredictable ways of choosing who’s next.• Give everyone an equal chance to participate.• Some ways to choose students at random...– Write students’ names on cards or popsicle sticks.

Choose one.– Close your eyes and point at one of the names on

your roll sheet.– Choose a student to go first, and let that student

choose the next one, and so on.

Tools for Teachingby Fred Jones

Part Three: Creating Independent LearnersChapter 5: Weaning the Helpless HandraisersChapter 6: Praise, Prompt, and Leave: The Verbal ModalityChapter 7: Visual Instruction Plans: The Visual ModalityChapter 8: Say, See, Do Teaching: The Physical Modality

Do you recognize these students?The helpless handraisers• They are clingy and want

constant attention.• They do not follow verbal

instructions.• They don’t want to work

independently.

Chapter 5

Do you recognize these students?The zombies• They don’t participate.

In fact, they don’t do much at all.

• Sometimes they sleep in class. (Maybe they’re exhausted from all their extra activities.)

Chapter 5

Do you recognize these students?The show-offs• They shout out, throw

erasers, walk around the room….

• Their behavior says, “Look at me!”

Chapter 5

We can create independent learners

Chapter 6

• By improving the way we teach material.• By improving the way we use guided

practice.• By careful and clever lesson planning.

Teach new material effectively

Chapter 6

• Short-term memory only lasts a few minutes. We need to reach long-term memory.

• Avoid cognitive overload: Don’t try to teach the whole thing at once. All learning takes place one step at a time.

Do you know this teacher?

Which is more effective?

Chapter 2

Cognitive overload!

Say, See, Do Teaching

Chapter 8

• Teach to all modalities:• Auditory (Say): In one ear and out the other.• Visual (See): A picture is worth 1,000 words.• Physical (Do): We learn by doing.

• When we combine all three, students remember more.

I hear and I forget.I see and I remember.I do and I understand.

Chapter 7

A Chinese proverb

The Three-Phase Lesson Design

Chapter 8

1. Setting the stage: Why are we doing this?

2. Introduction of new material

3. Consolidation (Practice)

A good lesson plan is like a meal:

Chapter 8

1. Setting the stage: We smell the delicious food and wonder, “What’s for dinner?”

A good lesson plan is like a meal:

Chapter 8

2. Introduction of new material: We get ready to eat, but this is not the meal itself!

A good lesson plan is like a meal:

Chapter 8

3. Consolidation (Practice): This is the main course! Lots of different dishes!

A good lesson plan is like a meal:

Chapter 8

4. And if we’re very lucky, we might get dessert: A game.

Phase 1

Chapter 8

• Setting the stage: Why are we doing this?–Review and background–Goals and objectives

Phase 2

Chapter 8

• Introduction of new material– Explanation (Say)–Modeling (See)– Structured practice (Do)

Use visual support for teaching

Chapter 7

• One step at a time• A visual reminder for every step• Not too many words

• A Visual Instruction Plan (VIP) remains visible for students to follow while they work.

Types of Visual Instruction Plans• Pictures

Chapter 7

Types of Visual Instruction Plans• Pictures • Symbols

Chapter 7

Passive SentencesS + V + O

O + V + S

O + be + V(pp) + S

O + be + V(pp) + by S

Types of Visual Instruction Plans• Pictures • Symbols

• List of steps

Chapter 7

1.Sit with your partner.

2.Ask your partner the questions on your paper.

3.Write down your partner’s answers.

4.Change places and do it again.

Types of Visual Instruction Plans• Pictures • Symbols• List of steps• Mind maps

Chapter 7

Phase 3

Chapter 8

• Consolidation (Practice)–Guided practice: We need LOTS of this.– Independent/communicative practice:

Don’t rush in too fast.

Partner teaching

Chapter 8

• The teacher explains a small chunk of new material

• Students form pairs• Partners take turns being the “teacher.” Each

one teaches the material to the other.

A reminder…

Chapter 8

• Teaching does not guarantee learning. Students don’t learn just by being exposed to material. They have to work with it.

Tools for Teachingby Fred Jones

Part Four: Raising ExpectationsChapter 9: Creating MotivationChapter 10: Providing Accountability

Why do students lack motivation?• Things we can’t control:–Problems at home–Problems in society– Too much TV, Internet, and video games

• Things we can control–We can control what happens in our

classroom: How we teach and what we ask students to do.

Chapter 9

What do we want from students?

• We want them to work hard (diligence)• We want them to work well (excellence)• But it’s hard to work both quickly and well.

• We have to make them want to do this.

Chapter 9

Students ask, “Why should I?”

• An incentive makes you want to do something.• A disincentive makes you want to stop doing

something.

• Something that is an incentive for one person might be a disincentive for another. We have to understand what our students want.

Chapter 9

Kinds of incentives

• A feeling of satisfaction and pride• Love and approval from teachers and others• Preferred activities or privileges• Things (candy, stickers, toys)• Points (to improve the student’s grade)• Tokens, coupons, points (to be traded later for

things or privileges)• Competition

Chapter 9

Preferred activities as incentivesAn activity used as a reward must be:• Desirable: The students have to want to do it.• Educational: Students can learn from it.• Cheap: Easy to prepare and use.

Chapter 9

Preferred activitiesPossible activities:• Art projects, music, games, learning projects,

helping the teacher, doing work for extra credit.

• For students, having a chance to choose what to do is sweet!

Chapter 9

Grandma’s Rule

You have to finish your dinner before you get dessert.

Chapter 9

How can we tell when it’s time for dessert?• Criterion of mastery: A way of deciding if the

student has mastered what is being taught.• For example, “If you can write ten correct

sentences, you’ve got it.”

Chapter 9

What’s wrong with this conversation?Father: Billy, I want you to clean your room.Billy: I don’t want to.Father: I want you to clean that room. It’s a mess!Billy: I want to go outside and play!Father: Not until this room is cleaned!Billy: I’m not doing it!Father: I’ll give you 50¢ when this room is clean, and

then you can go outside and play.Billy: OK!

Chapter 9

Accountability and quality control• Accountability: A way of making sure that

students do what they’re supposed to do.• For example,–Checking work during guided practice–Giving students a specific product to

produce to show that they understand

Chapter 10

Accountability and quality control• You can check while students are working, or

you can check after they’re finished.• If you check earlier, you can prevent problems

instead of having to fix them later. • If you check work while students are doing it,

you’ll have less work to correct later.

Chapter 10

Make it easier to check work• Train students to check their own work.• Train students to check each other’s work.• Set up a competition between teams to keep

students honest.

Chapter 10 p. 127

Accountability and quality control• “The standard of excellence on any job site is

defined by the sloppiest piece of work that you will accept.”

Chapter 10