| Not every lesson will go according to plan but as a | | | | 9. Enabling skills |
| new teacher, you can ensure your lessons will go as | | | | Other Elements for Consideration |
| smoothly as you can using this simple to use checklist. | | | | - Different teaching techniques (groups, pairs, frontal) |
| Print out the checklist below and examine it in light of | | | | - feedback for students' work |
| your lesson. Did your lesson plan includes these items? | | | | - Assessment for which activities and tasks and what |
| Can you add any more items to the list? | | | | kind of assessment |
| | | | - Sequencing and transitions between different |
| 1. Objectives for the lesson plan are written. | | | | activities. |
| 2. Topic of the lesson | | | | - Homework: What and how to check? |
| 3. Textbook and class are mentioned | | | | - Backup plan or extra activity - this is very important; |
| 4. Classroom materials: Will you be needing to xerox | | | | otherwise known as a SOS kit! |
| or order pre-planned classroom materials? | | | | Lesson planning is almost always a trial and error |
| 5. Warm up activity and closure | | | | based process. If students are causing discipline |
| 6. Timing for each activity: Timing should be thought out | | | | problems, see if any of these elements could be |
| beforehand but flexibility should be exercised for time | | | | reinforced differently. Students might loose attention |
| extensions. In time this will become much more natural | | | | when a teacher lectures too much. |
| but for now, keep to writing it down. | | | | In short, a new teacher should try and aim for less |
| 7. Strategies and ways for dealing with lower | | | | teacher dominated talk and be open to using varied |
| performing or strong students | | | | teaching techniques that would allow for a variety of |
| 8. There is a mini-project or performance task | | | | student interaction. |