| When discipline problems begin, it's usually because of | | | | state your lesson goals, make sure you have a lot of |
| one of three main things. Studentsare either bored or | | | | really interesting and motivating activities that appeal to |
| not challenged, something is irking them (ie. the thought | | | | you students. Good teaching and learning happens |
| of a test, a personal issue at home, etc.) or the | | | | when students are least aware of how they are being |
| teacher's classroom management system. | | | | taught. |
| As a new teacher, you'll want to take control of lesson | | | | Another way to take control of your lesson plan is to |
| planning and classroom management because these | | | | ensure that each part of the lesson flows naturally. |
| two elements can take control of you leading to and | | | | Effective teachers use subtle transitions like: "great! |
| unsatisfying teaching experience, not to mention | | | | You did that very well. Now let's see how well you |
| discipline related problems and issues. One way to | | | | understood the reading passage." These transitional |
| take control of lesson planning for instance, is to take | | | | statements should help organize your lesson and build |
| note of the little things that are all responsible for | | | | a connection with the students at the same time. |
| creating a really effective lesson like lesson beginnings, | | | | Effective instruction also ends with a good happy |
| middles and ends. | | | | lesson ending. Some teachers like to sum up their |
| Lesson beginnings provide a real good start in involving | | | | lessons using a reflection activity while others like to |
| students in a variety of activities. Students, especially | | | | use a self-check list. It should be also fun in a way that |
| lower performing and struggling students, need a lot of | | | | is motivating, bringing all three lesson components |
| hands-on lesson activity. So before you go ahead and | | | | together. |