The question is out: how many of you new teachers (1-5 years of teaching experience) actually overplan lessons? As a new teacher 12 years ago, I overplanned my lessons constantly to ensure that all students have been committed even if it meant the restructuring of the lesson.
In general, overplanning is a good habit to develop especially when they are used as back-up plans for supporting parts or even an entire lesson.
The problem, however, with overplanning becomes even more complicated and difficult for those unexpected moments. How do you know exactly which activities to use? And for how long? How many activities? This is where the experience and know the students and their abilities can play an important role in deciding which activities are suitable for use. Sometimes you might surprise yourself with your own little spontaneity and discover that you know more than they really give yourself credit for.
overplanning is part of the new teacher "hit and miss." When faced with difficult classes, I always overplanned because in the end I wanted to start "hitting" the right level, the motivation and the interest of my students. When I lost, I began to push the panic zone which leads to more overplanning and general overhead.
But just for the sake of argument, let's take the following situation in the classroom:
Let's say you have programmed 20 minutes independent reading session for middle school students, but for some inexplicable reason, they are not concentrated. He then learns (indirectly), who do not have some of the most important reading skills to deal with the story that you have shown them to read. More specifically, there are too many unknown words and the theme of the story is quite sophisticated for their middle school years. So what?
So, before you start Wipping those backup plans, make sure you have the following order:
1. Make sure that you plan strong transitions. Look at the transitions as "glue" that holds the pre-middle-post parts together. weak transitions are a sure sign that you could lose some students along the way. It may also in order to ensure that the transition actually serve their purpose and help connect the introduction to the main part of a lesson. Transitions need not be additional activity; just say a few phrases as "cues" to hint to students what is in Serbia for them.
A new teacher might say to his / her class after they have provided some of the content of the story and preteaching new vocabulary: "Well, now we try to confirm some of your predictions and see how many new words are in context. "
2. Do not extend too many of your originally scheduled activities beyond the original set time. This is where the experience will make you a professional and yo'll be able to distinguish between the end of real-time or "money" of trial and error. How much time do students really need to effectively accomplish the task?
For sure you have enough time for each part, varying timelines. The largest part of the lesson should be no more than 25 minutes, while the plan assets for only 5 minutes or so. Plan more lessons on the same subject, if necessary so that it is not running out of time.
3. Carefully note where students are starting to lose focus and become off-task. Ask a co-worker or a teacher mentor to give a solid honest feedback that aims to improve your teaching. Here is a checklist of general areas of troubleshooting.
4. Do you overplan lessons to include some differentiated instruction? For all levels and ability, make sure you have at least one activity you can pull out of a hat, if necessary. Write that actiity down and take note of its success. Save the experience for a later date.
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Consider the fact that, perhaps, the students were not focused, which is another problem in the classroom altogether and requires a different set of actions.
So again the question is: how many of you new teachers (1-5 years of teaching experience) overplan lessons? In which class do not help situations? Why are you doing it? Are other tips that you can give to new teachers?
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