How to plan a lesson and

classroom management
By: Diska Anita and Tari Aftarini
Introduction
A good plan and good classroom practices can help you and
your learners get more from your lessons. Most teachers have an
intuitive understanding of how to plan and manage a class. It sets
out an approach more formally, based on well-recognised best
practices, using techniques that ensure lessons have clear aims and
measurable outcomes, appropriate materials, and helpful staging –
with warmers, fillers and closures to learning points. It will help
you explore your own practices and enhance them with proven
methods – giving you more confidence, and getting the best out of
your learners.
Understanding of Lesson Planning
 Lesson planning is the building blocks of a unit
and course, time-defined in class sets of activities
designed to accomplish one or more very specific
objectives.

 A lesson plan traditionally includes the name of

the lesson, the date of the lesson, the objective the
lesson focuses on, the materials that will be used,
and a summary of all the activities that will be
used.
 In-class Activity

Invite parents to take part in an activity, and then discuss it. Some ideas include:

• Solving a math problem, such as estimating the number of beans in a jar.

• Writing an encouraging letter to their child.

• Going on a classroom scavenger hunt for their child's work, the books their
child likes best, and messages from their child.
Format of a Lesson Plan
The Lesson planning should be done accordingly to the taxonomy of Educational
Objectives. In general, it should focus on the following elements of the lesson plan:

(1) Introduction
(2) Objectives
(3) Specific objectives
(4) Previous knowledge
(5) Teaching aids/learning resources
(6) Main Teaching/Learning activities:
a. Subject matter
b. Teaching, activity (Questions)
c. Learners activity (Responses)
(7) Recapitulation
(8) Board Summary
(9) Home work
 The Lesson Planning Process

Objectives

Activities
Include practice with Assessment
feedback

6
Guidance of Lesson Planning
 How to Begin Lesson Planning?

 Variety, Sequencing, Pacing, and Timing

 Gauging Difficulty

 Individual Different

 Student Talk and Teacher Talk

 Adapting on Established Curriculum

 Classroom Lesson Notes

 Components of a Lesson Plan
1. Learning objectives:
• Develop clear, measurable objectives to guide what will be taught, how learners will be
evaluated.
• Communicate objectives to students at the beginning of class so purpose of the lesson is
clear.
• Identify 1-3 objectives outlining what learners will be able to know/do as a result of the
lesson.
• Reflect students' goals and assessed needs
• Align with the Massachusetts ABE Curriculum Frameworks, especially the standards and
benchmarks.
2. Materials and Resources:
• Provide a range and variety of materials, including authentic materials to the extent
possible (e.g., employment application, prescription for medicine, library
card application).
 Components of a Lesson Plan

3. Activities:
• Determine the steps of the activity and how long the activity(ies) will take.
• Create activities that are clear in focus, engaging and relate to learner interests.
• Use an introductory activity to get students engaged in the topic and connect to and assess their prior
experience, and use that information to adjust the lesson if necessary.
• Manage "teacher talk" time so learners are active participants throughout the learning process.
• Make adjustments as needed for students' varied learning styles, learning issues/disabilities, or
learners that may have greater knowledge/skill than
classmates.
• Use (and list) the Framework benchmark(s) to ensure the activity illuminates the learning objective.
• Though brief, add enough detail so other teachers at the program might be able to use the lesson.
 Components of a Lesson Plan

4. Assessment:
• Use to plan and adjust for what will be taught in following lessons, and to provide feedback to learners.
• Must directly measure whether each learning objective was met, and/or how well it was met.
• Use a variety of assessment methods to capture learning, allow students with different learning styles to shine, and
also so learners may monitor their own progress.
5. Wrap up and Reflection for Students (and Teacher):
• Devise a way for learners to capture the high points (e.g., what is the goal for learners to take away from the
lesson?)
• Provide opportunities for learners to actively monitor their own progress.
• Build in discussion time and ask learners to summarize what they learned or
apply what they learned to other contexts in their life. Ask learners to evaluate the class or activities; ask for ideas
for the next lesson. Make sure to allow time for
students to process questions and their responses.
• Reflect on the lesson: what worked well? Did any positive unintended consequences occur, to remember for the
next time the lesson is used/adapted?
What should be changed in the lesson to be more effective? What to remember about specific learners'
needs/goals/accommodations for future classes?
Lesson Plan Development

There are different formats of lesson plans. But, the following aspects
are commonly found in most lesson planning technique:

- Title and subtitles of the lesson,

- Time given for the lesson,
- List of learning resources,
- List of specific objectives (based on Bloom's taxonomy),
- Methodology (teaching/learning activities),
- Strategies applied,
- Recapitulation,
- Self-study exercises etc.
 Lesson Plan Evaluation
A) Assessment of Students’ Achievements
Analyze individual students' achievements in relation to your assessment focus
points/learning intentions. Be specific, drawing upon your observations and
assessments

B) Evaluation of the role of teacher

How effective was my teaching in relation to stated learning intentions and why? Did
the lesson take place differently from the way I planned it? If so, why? How effective
were my teaching strategies (e.g. Questioning, explaining demonstrating, etc.)? How
effective were the different parts of the session (e.g. Introduction development, plenary,
transition between activities)? What, if anything would I change in order to make the
session more effective?

C) Targets
What do the students need to learn next? You may need to make general points for
the class as a whole, and specific points for individual students you have focused upon
for assessment
Understanding Classroom Management
Classroom management focuses on three major components: content
management, conduct management, and contract management:
 Techniques
• - Corporal punishment
• - Rote discipline
• - Preventive techniques
• - Good teacher-student relationships
 Systematic approaches
• - Culturally responsive classroom management
• - The Good Behavior Game
• - Positive classrooms
• - Assertive discipline
• - Discipline without Stress, Punishments or Rewards
Understanding Classroom Management
 As a process

 As time management
• - Allocated time
• - Instructional time
• - Engaged time
• - Academic learning time

 Common mistakes
The Physical Environment of the Classroom
 Light, sound, and comfort
 Seating arrangements: English will be more readily
practiced if students of the same native language
are not sitting next to each other.
 Chalkboard use
 Equipment
 Voice and Body Language
• - Concern has to do with you
• - Requirements of good teaching is good voice projection
• - Slow down your normal rate of delivery for beginning level
classes, but only slightly
• - Not to the point that the rate of delivery is down right silly
• - Explicit an air of confidence
• - Reflect optimism, brightness, &warmth
• - Use facial & hand gestures
• - Make frequent eye contact
 Voice and Body Language
• - Do not “bury yourself” in your notes & plans
• - Do not plant your feet firmly in one place for the whole hour
• - Move around the classroom, but not to distraction
• - Follow the conventional rules of proxemics and kinesthetic
that apply for the culture(s) of your students
• - Dress appropriately, considering the expectations of your
students & the culture in which you are teaching
Unplanned Teaching:
Midstream Lesson Changes
Classroom management involves decisions about what to do when:
 Your students digress and throw off the plan for the day
 You digress and throw off the plan for the day
 An unexpected but pertinent question comes up
 Some technicality prevents you from doing an activity
 A student is disruptive in class
 You are asked a question you don’t know the answer to
 There isn’t enough time at the end of a class period to finish an activity that has
already started
 The key is poise
 You will keep the respect of your sts & your own confidence by staying calm,
assessing the situation quickly,
 Making a midstream change in your plan, and allowing the lesson to move on
Teaching Under Adverse Circumstances
There are always imperfect situations
1. Teaching large classes
 Try to make each st feel important
 Assign sts as much interactive work as possible, including plenty of “get
acquainted” activities
 Optimize the use of pair work and small-group work
 Do more listening activities which can be transferred to other skills
 Use peer-editing, feedback, & evaluation
 Give sts a range of extra-class work according to proficiency levels
 Don’t collect written work from all of your sts at the same time
 Set up small “learning centers”
 Organize informal conversation & study groups
Teaching Under Adverse Circumstances
2. Teaching multiple proficiency levels in the same class
A by product of institutional placement procedures and budgetary limits
 Do not overgeneralize sts’ proficiency levels- proficiency vs. ability
 Competences will vary among the 4 skills Diagnostic tests/exercises & day- by-day monitoring
 Offer choices in individual techniques
 Take advantage of whatever learning centers or tutorial laboratories may be available in your institution
 The tenor of classroom teacher talk will need to be gauged toward middle levels
3. Compromising with the “ institution”
 Classes are too large to achieve results that the administration expects!
 Physical conditions are onerous!
 Administratively imposed constraints on what you have to teach Courses are test-focused! ( bring professional
diplomacy and efficiency to bear on the varying degrees of hardship )
4. Discipline
 Comfortable with position of authority
 Treat sts all with equal fairness
 What your expectations are regarding sts’ behavior, attendance, any extra-class obligation
 Be firm but warm in dealing with variances
 Teacher’s Roles and Styles
 Roles
• Teaching Knowledge
• Creating Classroom Environment
• Role Modeling
• Mentoring
• Signs of Trouble
 Cultural Expectation
 Cooperative Learning
 Facilitator
 Delegator
 Styles
 Teacher-Centered Approach
 Direct Instruction
 Formal Authority
 Expert
 Personal Model
 Student-Centered Approach
 Inquiry-Based Learning
 Facilitator
 Personal Model
 Delegator
 Styles
shy ←---→ gregarious
formal ←---→ informal
reserved ←---→ open, transparent
understated ←---→ dramatic
rational ←---→ emotional
steady ←---→ moody
serious ←---→ humorous
restrictive ←---→ permissive
• Creating a Positive Classroom
Climate
 Establish rapport
 Rapport is the relationship or connection you establish with your
students
 Balance praise and criticism
 Generate energy
 Conclusion
• If we are to ever close the learning gap in urban classrooms, it must first
be with strong classroom managers. Learning these skills will benefit any
teacher enormously and have a stronger effect on better learning outcomes
• “Being an effective Class Manager is not a talent which some people just
have and others do not – it is a set of skills and an attitude learned throught
patience and practice”
• Melisa: kita smua punya karakter masing2, jd bgmn biar kita bisa
kendalikan kelas dg karakter tsb?
• Dian ayu: gimana kalo siswa blm capai target nilainya? Sbg guru.