BEGINNING A LESSON

SOME TIPS

PROF. ADRIANA PÉREZ SALATTO

TO BEAR IN MIND: Students are most likely to remember

the first and last things you do in the lesson.

Most people believe the first 3 minutes are the most important

The beginning sets the tone for the rest of the lesson

It creates psychological readiness to engage in learning

Sts come wtih the question: What´s in the lesson for me?

Learning begins before the bell rings. Use posters, door signs,music, transparencies, and other techniques to

engage the sts´minds, capture their attention and arouse participation before the class officially begins.

Have everyone´s attention before you begin.Don´t try to talk over the group noise. Convey enthusiasm. It can be contagious.

Try to maintain eye contact.Include everyone.

The opening must be connected to the main lesson.

Avoid beginning the class with routine, procedural tasks like taking attendance,

collecting homework, general announcements, etc.Get your lessons off to a good start.

Pose a challenging question

Present a startling statistic or fact about

some aspect of the lesson

Open the class with an unusual ,surprising behaviour or event.

Present an interesting, relevant problem.

Start with a funny story which can be true or fictional.Even better if it´s a pesonal anecdote. Use a T/F quiz reflecting major issues or research related to the topic.

Use drama to let sts introduce the issue or problem that will be the focus of the day´s

lesson.

Use a magic trick.

Make a promise: By the end of the lesson you will be able to………

Draw analogies bewteen what sts have learnt previously and the new skills or

content they are learning

Do a K_W_L chart

Initiate a memory dump activity: pair the sts and tell them: “Tell your partner

everything you know about.Allow 90 seconds.Have sts switch and repeat the process. Switch and continue.

Use an unusual piece of equipment, artifact,collection,toy or ceature.

Use a gimmick to grab your sts´attention.

Add humour

Vary your openings.

Strive to be creative and occasionally

use the element of surprise

BIBLIOGRAPHY

Partin,R (2005) “ Classroom teacher´s survival guide”