The detailed lesson plan has five parts:

 Objectives.
 Subject Matter (topic, references, materials)
 Procedure (motivation, activity, routines, lesson proper)
 Evaluation.
 Assignment.

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 school’s code of discipline, which should be fair, responsible and meaningful, must be
reflected in every teacher’s 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 it 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)
Top 8 Tips for Teaching Young Learners

Teachers need to consider the age of their students in order to teach them effectively, especially
younger children. Use these tips for teaching young learners to best help your students.

Make Connections with Students

Young students need to know that their teacher cares about them. They need to feel aconnection to their
teacher. Learn about your students and how they learn. Show them that you care enough to get to know them
individually.

Create a Positive Learning Environment

Students thrive in a positive learning environment no matter how old they are. Strive to create an environment
where students receive peer support. Build their confidence and help them feel self-assured in who they are as
students.

Get Students Moving

Young students have a lot of energy. Rather than trying to squash this energy, find positive ways to use it in
the classroom. Plan fun, interactive activities. As you do so, students will have an easier time focusing when
called to do so.

Change Activities Often

Studies have shown that younger students can only focus for about 10-15 minutes at a time. If you try to plan
activities that last longer than this, you’re going to have more classroom management issues. Instead, try to
keep activities short and change things up often. For example, have students come to circle time. Then, go
back to their desks to complete an assignment. After a short period of time, students can get back up to
move. Doing this will help them stay focused on the tasks at hand.

Mix Up Groups

By planning group activities, students get to see how others do things. They can learn a lot from working with
their peers. Make sure that you mix up groups on a regular basis. Give students the opportunity to work with
different people, so they can learn different ways of doing things.

Discipline Consistently

Classroom management is one of the biggest struggles for teachers who work with young learners. You need
to be consistent, but you shouldn’t spend the day interrupting the lesson to address issues. One of the best
ways to handle negative behaviors is through hand signals. Let students know what the hand signals mean.
When a problem arises, give students the hand signal to address that particular issue without having to stop
the lesson.

Create Routines

Young learners need to know what to expect and how to act. That is why you need to implement routines and
procedures. When you have procedures in place and students consistently follow them, you’re going to have
less classroom management issues. You can spend more time reminding students about the routine and less
time disciplining them.

Have Patience
Young learners have a lot of personality fit into a little frame. As such, they need to wiggle and move. They
want to share what’s on their mind and spend time with their friends. Learn about what to expect for the
developmental stage of children at this age. Then, have patience with your students as they learn the
procedures, routines, and rules of your classroom.

It’s not always easy, but with experience and these tips for teaching young learners, you’ll discover what
works for you. Then, you can effectively teach your students and help them excel.

What to Consider When Writing a Lesson Plan

The following should be considered for lesson planning:

1) Know who your students are. Know ability levels; backgrounds; interest levels; attention spans; ability to
work together in groups; prior knowledge and learning experiences; special needs or accommodations; and
learning preferences. This may not happen as quickly as you would like, but it is important for designing
instruction that will meet the needs of your students. That's key in successful teaching and learning!

2) Know your content. It is important for you to research the subject matter that you will be teaching. You
should also utilize curriculum guides published by the state in which you teach and the local school district that
employs you. It is also a good idea to know the national standards and state standards that drive curriculum in
each subject area that you are responsible for. You can visit web sites that are devoted to curriculum
frameworks and that will give you a lot of information relative to your subject area.

3) Know the materials that are available to help you teach for success. Take and keep an inventory of the
materials and resources that are available to you as a teacher. For example: technology, software,
audio/visuals, teacher mentors, community resources, equipment, manipulative, library resources, local guest
speakers, volunteers, or any materials that can assist you in teaching.

Planning For Instruction

1) Content- List the important facts, key concepts, skills, or key vocabulary terms that you intend to cover.
You can also prepare an outline with key learning outcomes. Remember to refer to your curriculum guides.
State and national standards can be found at:https://www.teach-nology.com/teachers/standards/
2) Goals- Identify the aims or outcomes that you want your students to achieve as a result of the lesson you
plan to teach. Goals are end products and are sometimes broad in nature. Goals relate directly to the
knowledge and skills you identify in part one: content.
3) Objectives- Identify the objectives that you hope your students will achieve in the tasks that will engage
them in the learning process. Objectives are behavioral in nature and are specific to performance. Objectives
tell what you will be observing in student performance and describe criteria by which you can measure
performance against. In many ways, objectives represent indicators of performance that tell you, the teacher,
to what extent a student is progressing in any given task. Instructional objectives can start with a "given" that
describes a condition that enables your students to perform any given task. A "given" could be an activity, a
specific set of directions, materials needed to perform a task, an assignment, or anything that sets up a
condition for students to engage in the task being observed and measured for performance. The heart of the
objective is the task that the student is expected to perform. It is probably one of the most important parts of
the lesson plan because it is student centered and outcomes based. Objectives can range from easy to hard
tasks depending on student abilities.
3a) Materials- List the materials and resources that will be needed for the lesson to be successful. In this case,
you should also list technology resources needed to achieve objectives.
4) Introduction- Describe or list a focusing event or attention grabber that will motivate your students to want
to pay attention and learn about what you plan to teach. This will depend on the ages and stages and of your
students and will rely on students' interests and backgrounds. Remember, getting your students to attend and
respond to your introduction will set the stage for the rest of the lesson.
5) Development- Describe how you plan to model or explain what you want your students to do. Modeling the
learning behaviors you expect of your students is a powerful development tool and provides demonstration
that students can then imitate or practice on their own. During development, models of teaching are used to
facilitate student learning. Models can include direct instruction, inquiry, information processing strategies, or
cooperative learning strategies. More information on models of teaching can be found on the following link:
https://www.teach-nology.com/teachers/methods/models/
6) Practice- List or describe ways in which you will provide opportunities for your students to practice what you
want them to learn. The more opportunities you provide, the better chance they have to master the expected
outcomes. These opportunities are in-classroom assignments or tasks that give you, the teacher, the chance
to guide and monitor progress. There are tons of activities that you can download from the net; TeAch-
nology.com provides a comprehensive source of links to activities for all subject areas. Go to the Teacher
Resources section of the site and click on lesson plans, quick activities, etc.
https://www.teach-nology.com/teachers/
7) Independent Practice- List or describe ways to provide opportunities for your students to complete
assignments to measure progress against the goal of instruction. These assignments are meant to give
teachers the chance to determine whether students have truly mastered the expected outcomes. Remember
to only plan for tasks that you believe students can accomplish without your guidance.
8) Accommodations- List or describe ways that you will differentiate instruction according to students' needs.
This can include any curricular adaptations that are needed to meet special needs students. For more on
differentiating instruction, go to:
https://www.teach-nology.com/litined/dif_instruction/

For more ideas on serving the needs of special education students, go to:
https://www.teach-nology.com/teachers/special_ed/
9) Checking For Understanding- - List or describe ways that you will check for understanding. Assessment and
ongoing feedback are necessary for monitoring progress. This can include questioning, conferencing, or
journal writing/reflection writing. TeAch-nology.com has a rubric generator that can help develop a checklist
for assessing ongoing student progress.
Go to: https://www.teach-nology.com/web_tools/rubrics/
10) Closure- List or describe ways that you can wrap up a lesson. This can include telling students the most
important concepts that were covered in the lesson, asking them what they thought were the key concepts (or
what they learned), or preparing them for the next lesson building upon what was presented. The key is to
leave your students with an imprint of what you hoped to achieve in any given lesson.
11) Evaluation- List or describe ways that you will assess or measure student success in achieving the
outcomes that you planned to reach. This can include a variety of ways to evaluate student performance. The
following links can help:
https://www.teach-nology.com/currenttrends/alternative_assessment/
https://www.teach-nology.com/teachers/testing/
12) Teacher Reflection- This section is to be completed after lesson. It represents what you think worked, or
what did not work, and why. It is meant to give you some insight into practice and will hopefully help you to
make adjustments and modifications where necessary.
Ready To Go