In this posting, I would like to
talk particularly about Maintaining classroom momentum and using classroom time
effectively. As a teacher, I believe each second in classroom is valuable
and do not like to let my students sit idly doing nothing even for a second. I
always want them to be engaged in different types of learning activities or tasks during the classroom instruction.
To maintain classroom momentum and
use classroom time effectively, I try to organize my instruction and abide by
some techniques. In my experience, pre-planning a lesson helps us minimize many
unexpected troubles that might occur while conducting a session.Above all, it
helps us effectively maintain classroom momentum and use classroom time
effectively.
Variety of instructional activities can be included in a lesson for better behavioral changes. It is also believed that reflection on a lesson just taught can also give constructive guidelines to serve this former purpose for our forthcoming lessons. I also find that adult or teen learners usually become chaotic or chit-chat when they find that the teacher is writing some questions for discussion or long and useful note on the whiteboard.
To avert this problem and save instructional time, I used to show poster-paper on which the information had been written. Now our job becomes comparatively easy to deal with this issue and I present necessary note through projector. However, we sometimes need to write something on the board which is anticipated and it is believed that in that case teachers had better position 90˚ angle while writing on the board.
One common challenge we may sometimes find in our classroom instruction is that a learner asks or raises an issue less relevant or irrelevant to the lesson topic and it will take relatively longer time to solve it. Other learners will be often less benefited or not benefited if we elaborate or discuss it. In that case, I note it or tell him/her to note it down so that we can discuss it after the class. We should also keep it in our mind that “having more time for learning in a lesson does not mean that learning will take place ... students were most engaged with tasks that were action-oriented, gave them an opportunity to demonstrate their skills, and required cooperation with their classmates.”
Variety of instructional activities can be included in a lesson for better behavioral changes. It is also believed that reflection on a lesson just taught can also give constructive guidelines to serve this former purpose for our forthcoming lessons. I also find that adult or teen learners usually become chaotic or chit-chat when they find that the teacher is writing some questions for discussion or long and useful note on the whiteboard.
To avert this problem and save instructional time, I used to show poster-paper on which the information had been written. Now our job becomes comparatively easy to deal with this issue and I present necessary note through projector. However, we sometimes need to write something on the board which is anticipated and it is believed that in that case teachers had better position 90˚ angle while writing on the board.
One common challenge we may sometimes find in our classroom instruction is that a learner asks or raises an issue less relevant or irrelevant to the lesson topic and it will take relatively longer time to solve it. Other learners will be often less benefited or not benefited if we elaborate or discuss it. In that case, I note it or tell him/her to note it down so that we can discuss it after the class. We should also keep it in our mind that “having more time for learning in a lesson does not mean that learning will take place ... students were most engaged with tasks that were action-oriented, gave them an opportunity to demonstrate their skills, and required cooperation with their classmates.”
Respected colleagues, how much
effective are these techniques in your opinion?
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