5 Tips For Creating Effective Lesson Plans

As we've said in other articles in this series, creating an effective lesson plan is
actually a pretty easy and straight forward process. It doesn't require you to be a
rocket scientist (unless you are teaching a class on rocket science, in which case it
could be incredibly helpful), however it does require you to think about what you
want to accomplish and to plan accordingly. Therefore, here are five tips you need to
know in order to create effective lesson plans:

Think the lesson through in your head. Creating an effective lesson plan means
exactly that - planning. Take the time to think about what it is you want to
accomplish with this lesson plan and what your students should know in the end.
Some teachers actually include this as part of their lesson plan and call it "result."
This is not really a necessary part of a lesson plan unless you hope to offer your plans
to others. That's because you (hopefully) know the result you want before you start.
However, writing it out can sometimes be helpful if you want to organize your
thoughts.

Plan for distraction. We've said this before, but it bears repeating. Think about
questions that may come up during class and be prepared to answer them. If you are
discussing the chemical reaction that happens when Mentos and Diet Coke are mixed,
be prepared for someone to ask if other common household items could do the same
thing. Be prepared also to warn your students why certain things should not
attempted at home (unless you enjoy irate parents calling to scream at you after their
Persian rug was ruined by little Johnny running an experiment in the living room).

Keep your eye on the clock. Time yourself realistically so you know how long each
part of your lesson plan is likely to take. Then add about 2-3 minutes to each section.
This is simple logic. You are bound to have things happen to distract you in class,
whether it's the kid who shows up late and needs to make a show out of it, or the kid
who is brainy and asks more complex questions than the rest of the class is likely to
understand or care about. At the same time. . .

Have three different end points built into your lesson. While it's important to make
sure your material will not overrun the clock, it's equally important not to end too
early. The easiest way to do this is to have several different end points. This way, you
can keep an eye on the clock as you're actually teaching and you'll be able to stop
when you need to or continue on if need be.

Plan effective homework. We touched on this before. Homework should not be pure
rote memorization. Instead, it should stretch the child's imagination and make them
really think about the lesson. Going back to the Mentos and Diet Coke, have them
look on the Internet to learn about other chemical reactions that may happen when
common household items are mixed. This will get them excited and re-enforce what
they learned in school.
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 schools code of discipline, which should be fair, responsible
and meaningful, must be reflected in every teachers classroom management
efforts.

SUGGESTED PRACTICES

Establish a positive classroom environment

o Make the classroom a pleasant, friendly place
o Accept individual differences
o Learning activities should be cooperative and supportive
o Create a non-threatening learning environment
o Organize physical space; eliminate situations that my be dangerous or
disruptive
o Establish classroom rules and procedures and consistently reinforce them

Begin lessons by giving clear instructions

o State desired quality of work
o Have students paraphrase directions
o Ensure that everyone is paying attention
o Ensure that all distractions have been removed
o Describe expectations, activities and evaluation procedures
o Start with a highly motivating activity
o Build lesson upon prior student knowledge

Maintain student attention

o Use random selection in calling upon students
o Vary who you call on and how you call on them
o Ask questions before calling on a student; wait at least five seconds for a
response
 o Be animated; show enthusiasm and interest
o Reinforce student efforts with praise
o Vary instructional methods
o Provide work of appropriate difficulty
o Demonstrate and model the types of responses or tasks you want
students to perform
o Provide guided practice for students; monitor responses and deliver
immediate corrective feedback

Use appropriate pacing

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

Provide suitable seatwork

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

Evaluate what has taken place in your lesson

o Summarize the lesson and focus on positive gains made by students; use
surprise reinforcers as a direct result of their good behavior
o Determine if the lesson was successful; were goals accomplished?

Make a smooth transition into next subject

o Have materials ready for next lesson
o Maintain attention of students until you have given clear instructions for
the next activity
o Do not do tasks that can be done by students (i.e. passing out paper or
collecting assignments); use monitors
o Move around and attend to individual needs
o Provide simple, step-by-step instructions
o Utilize a freeze and listen signal, when necessary

Develop positive teacher/student relationships

o Set a good example; be a positive role model
o Create an exciting learning environment for all students
o Reward good behavior; create special activities that children will enjoy
doing
o Correct misbehaviors; have consequences of disruptive behavior;
communicate them to children
o 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)