SAMPLE LESSON PLAN Phases in a lesson(to be considered later)

Teaching assumes three phases namely:-

 Pre-Active (planning)
 Interactive (performing)
 Post-Active (Analyzing)

I. Pre-active phase (planning)

It is the planning phase of the instructional act. In the pre-active stage, teachers are attempting to
set both long-and short-term aims, goal and objectives. They need to consider what will be
taught, the specific content to be taught, how long it will take to teach the content, what are the
expectations are for students, what activities might be used to stimulate and motivate the
students, what are special activities are needed to help the students with the special needs, what
strategies would best meet the intent of the lesson, how technology can help in this processes.
With the emphasis the on high-stakes testing, teachers now have the dimension of ensuring that
the content being addressed is that which is being assessed, there are two major steps involved in
this phase, namely

1) Establishing some kind of goals or objectives.

2) Discovering ways and means of achieving these objectives.

Planning is done for taking decision about the following aspects:-

a) Selection of the content to be taught

b) Organization of the content
c) Consideration about the principles and maxims of teaching.
d) Choice of methods of teaching
e) Duration, place and management of the classroom teaching.
f) Decision about evaluation tools.
II. Interactive phase (planning)
This is the second of teaching that is concerned with the implementation and carrying out
what has been planned or planned or decided at the planning stage. It is the stage for
actual teaching. Major operations in the phase are;
 1) Perception;
Interaction process demands an appropriate perception on the part of teacher as well
as the students. When a teacher enters the class, his first activity is concerned with a
perception of class room climate. He tries to weigh himself, his abilities for teaching
against the class group. Similarly, students also try to have perception of the abilities,
behavior and personality characteristics of the teacher.
2) Diagnosis
A teacher tries to access the achievement level of the students, their abilities, interest,
and aptitude. The teacher can ask several questions and can know that how far student
know about the topic.
3) Reaction process
Under this stage a teacher observes the students responses to the questions.
The learner has to learn the proper way of reacting and responding to the various
stimuli and teaching techniques presented to it. This phase is responsible for
establishing appropriate verbal and non-verbal classroom interaction between teacher
and earners.
III. Post-active stage (analyzing)
During the post-active phase of teaching, teachers attempt to determine how effective
their teaching has been; how the effective the lessons were. Typically, the data gathered
and analyzed is the consideration of the class room activity, and the results of the
students’ written work. Teachers can examine students’ test scores, projects they
completed, and written work they did. If cooperative learning or group work as part of
their activity, that can be evaluated as well. Teachers may reflect upon the classroom
discourse;
 Who spoke?
 What questions did the students ask?
 Did they participate in their groups and to what extent?
 Did they seem confused?
 Were discussion (whole class or group) exciting and spontaneous or were they
strained and dull?
By looking at these dimensions, thinking about the positive and negative aspects, teachers
become reflective, responsible, good teachers. Teachers cannot function in this stage without
good objective and analytical skill. Teachers’ role in teaching

General roles of a teacher in a classroom practice

1. As a facilitator of learning process the teacher should assume the role of a facilitator rather
than the dispenser of knowledge. As a facilitator she has to organize the learning environment in
which specific scenarios are put in place. Learners have to interact with deliberate created
situations. Then think of how they can learn what you want them to learn

2. Creating a conducive environment

Learning doesn’t occur in vacuum it takes place in an environment. The classroom environment
constitute a variety of things, teacher, sitting facilities, learning centers, instructional materials
to ensure that learning is not abstract hence be able to facilitate learning and the social
atmosphere. It is the duty of the teacher to ensure that the environment is conducive for effective
teaching and learning to take place.
3. Planning - learning is the activity in all the teaching activities. It involves a deliberate effort to
put in place a design on how every activity in class will be carried out. Planning includes among
others time tabling, scheme of work, lesson plan, classroom physical arrangement activity and
putting in place mechanism, designs for each type of activity. Need to plan for effective utility of
classroom space.
4. Management of teaching and learning activities
Learning is a managerial activity. When management duties are carried out, you have to ensure
that activities are done according to the set objectives.
5. As a mediator – as a teacher you are a middleman between management and class, and
between student and student in class. This will help you to ensure all that happens to your class is
known to you and the school management.
6. Communication – The class relies on the teacher for all the information they need as a class.
As a teacher you need to ensure that all the information required by the student is availed. When
you are not sure or you do not know you need to be honest to students. However, promise to
provide relevant feedback after further research.
7. Guidance and counselling – it also the duty of the teacher to c counsel and guide learners.
Make sure you use the service of a well-trained school counsellor.