1. Chapter 5 – Lesson Planning and Classroom Survival
Presenter:
Laura Mizuha

2. Class Planning
‘survival’ class planning – when teachers are very overwhelmed that their main focus is just doing anything to get through the class, especially for new teachers and stressed teachers.
This chapter has standard advice and advice for getting past survival mode.

3. Chapter Preview Lesson Planning Basic Habits Aspects of a Lesson Plan
The Textbook and the Big Question: What is the best use of in-class time?
Managing the Classroom
Establish Good Class Atmosphere

4. Lesson Planning: Basics Habits page 66-67
Lesson Plan (LP) is a breakdown of 1 class plan. If you also follow some structure and patterns, it will be easier for you.
Basics:
You need an LP.
Block out time (plan time) in your weekly schedule for making LPs.
Write the LP down with some details.
Writing flexibility into your LP, especially for timing.

5. Personal Experience LP Before LP Now
When I first started teaching. Writing a LP takes longer than teaching the course.
I mean I have to teach 1 class for 1 hour. It’s takes 2 hours to write the LP.
So I didn’t write detailed LP even though I wasn’t so good and I needed it.
These days, I have a balance. My LP is simple. I write what to do and remind myself of things that I might forget. It’s faster for me now.

6. Aspects of a Lesson Plan page 67-68 – A Basic Lesson Plan Formula
Preview – give overview of the day’s lesson. Students feel better about what they will learn
Warm-up – generate good atmosphere, can involve real communication, set the tone of the lesson, review or introduce material.
Main Activity – the longest and usually hardest activity of the lesson.
Optional Activity – an activity that you hope you can do, but might skip if there is no time.
Reserve (or spare-tire) Activity – extra activity, if you have too much time.
Closing – review or reemphasize the main parts of the activity and assign homework.
Example on page 69.

7. Aspects of a Lesson Plan (LP) page 68-70 – Comments on the Lesson Plan
Timing – Plan an approximate time for you lessons, so you know if you are going too fast or too slow.
The point of an activity – Students should know why they are doing what they are doing. If it’s obvious, you don’t always need to say.
Closure – Students feel better when an activity has a closing instead of just being stopped. Ex. Students sharing or teacher comments.
Level of detail – new teachers need more detailed LP. New activities and methods of teaching, need it more details also.
Variety – don’t be too systematic, it can be boring.
Language of the lesson – English or Portuguese? Decide and make a note. If you don’t, you might always translate for your students and you train them to wait for that.

8. Personal Experience (from former PSTDP teachers, Denise, Ericlaudia, and Layla)
Now, when we talk to the students about the lesson plan we note that they are more confident about the content.
When we were in high school our teacher didn’t say what would happen in the class time.

9. The Textbook and the Big Question: What is the best use of in-class time? page 70-71
A major part of your class is the textbook, but you can’t use ONLY it for your LP.
Remember: A lot of language learning should be also outside of the class. 
That means, lesson planning also involves how to use your limited time.
A PROBLEM of using the text as a LP is that you use all of your in-class time with the book.
If the book doesn’t have speaking or something interesting, then your students never get it.
Remember: Use class-time to help students improve language learning skills, build motivation, and get feedback.

10. The Textbook and the Big Question: What is the best use of in-class time? page 70-71
Some rules of thumb (=tips, advice):
More class time for skills that students CAN’T study at home by themselves.
Don’t spend so much time EXPLAINING things in the textbook.
For language, it’s much better to understand by practicing and using language.
Use some class time to encourage students to be more autonomous (=learn on their own).

11. Personal Experience (from former PSTDP teachers, Denise, Ericlaudia, and Layla)
The students are dependent on the teachers:
Some expect all the answers. Sometimes they are very lazy too. They didn’t work, but only wait for the answers.
BUT
Sometimes we underesimate ours students and we give the answers to them. But they can find it and sometimes they want to show to us and we don’t listen to them.

12. Managing the Classroom
page 72 – Seating
Students should sit close together for group work. If they are in rows, work with students in front and back, not in the same row.
Try to make the chair so that YOU (the teacher) can get as close as possible.
page 73 – Eye Contact
Use eye contact to connect with students.
At the same time, don’t IGNORE some students, by never looking at them.
page 73 – Your Speech and Voice
Speak loud, clear, and slow.
English is hard enough, if students can’t hear you, they can’t pay attention even if they want to.

13. Managing the Classroom
page 73 – Teacher Talk
2 sides: 1.) It’s good for students to hear you speak for listening practice, but… 2.) It’s very difficult and unmotivating to listen when you can’t understand.
page – Using the Local Language
Using English  creates an English atmosphere.
Using Portuguese is useful because:
Quickly explain things
Give instructions, faster and more clearly
Answering questions
Teaching language skills (metaknowledge - your linguistic knowledge about the language)
Talking about your own language learning (reflection)

14. Managing the Classroom
page 74 – Instructions Tips:
Short and clear
Specific
Repeat two times
Write the instructions in your LP (word for word – to be sure you are clear and don’t revert to Portuguese)
Slowly and clearly, more than usual
Students can repeat instructions back to you.
Do you understand? -is not a good comprehension question.
Check that students are doing the activity correctly by monitoring. Especially the first time.

15. Managing the Classroom
page 75 – Movement
Move close to students for better control and rapport (=friendly feeling). Tips:
Class explanation and directions  stand in the front of the class.
When you talk for a longer time  stand in front, but close to students. U-shape class is better.
When students are working  MONITOR (=walking around the class and checking up on students)
If you want a student’s voice to be heard  move back more.
page 75 – Question and Answer
If you ask a questions  WAIT!!!
Give time for students to 1.) understand what you asked, 2.) Think of the answer, 3.) Think how to say the answer, 4.) Have the courage to raise his/her hand. IT ALL TAKES TIME!!

16. Managing the Classroom
page 75 – Using the Blackboard Tips:
Write large.
Don’t waste time writing long things on the board.
Don’t talk to the board (don’t talk with your back to students).
Be fun and funny. (ex. Bad drawings of vocabulary.)
Technology – has advantages, but also technical problems. Be prepared to use pens and chalk, if you need.
page 76 – Class Discipline
Be fair, controlled, and calm in your actions. Tips:
Give warnings before discipline.
If you threat, be sure you can do it.
Don’t wait too long before acting.

17. More Personal Classroom Management
2 Examples
Traditional
Classroom Management
More Personal Classroom Management

18. Establish Good Class Atmosphere page 77 – Establishing Good Rapport
It’s not your job to entertain, but it’s good if classes are lively and interesting.
Learn students’ names.
Self introductions take a long time, consider Name Games.
Students can make biography cards.
Attendance helps with names.
Make a conscious effort to use names.
While students work, review their names.
Review names while returning HW.
Why?
Because: 1. Students know you are interested in them.
2. They feel their ideas are important, not only their grammar.

19. Establish Good Class Atmosphere page 78 – Keeping Class Interesting
Review:
Have a clear sense of direction.
Remind students why they are doing what they are doing.
Make activities genuinely communicative.
Information Gap and games are good for making genuine interest.
Examples on page 78.
Games, songs, films are good rewards for making a good atmosphere  better than snacks and candy.

20. Personal Example Rewards for good work.
I like to give academic rewards for academic success.
It’s positive feedback.
AND
I hate to give food for rewards because this is the way we train animals.

21. Re-cap Lesson Planning Basic Habits Aspects of a Lesson Plan
The Textbook and the Big Question: What is the best use of in-class time?
Managing the Classroom
Establish Good Class Atmosphere