Professional Training/Development

THE MARKS OF A GOOD LESSON

Some of the distinguishing marks of a good quality lesson include;

1. The lesson should stimulate and interest the learners.
2. It should be appropriate to the age and grade of learners.
3. The teacher must have a good knowledge of the subject matter or pedagogical content.
4. The lesson plan and presentation should be flexible.
5.  There should be opportunities for active and effective learning. It should factor in questions and answers, debates, role play, discussion, dramatization, song and dance, experimentation etc.
6. There should be dialogue between the learners and the teacher (not just closed questions with ‘right’ answers). The teacher should listen to the learners’ ideas.
7. Appropriate and relevant instructional materials must be used.
8. Different learning styles should be used. (e.g. visual, verbal, logical, kinesthetic etc– to engage different learners actively).
9. The lesson should involve all the learners, they all should be encouraged to participate.
10. Effective class control and organization is essential. The class should be well managed and controlled.
11. The teacher should have clear strategies for evaluating the achievement of objectives. E.g. practice, demonstrative, tests questions and answers etc.

QUESTIONS FOR TEACHER’S REFLECTIONS.

1. How successful was the lesson? What made it successful? Or not successful?
2. What were the main strengths and areas for improvement in the lesson?
3. Did the learners learn what they were intended to learn?
4. Did the lesson address the learners’ needs?
5. Was the lesson at an appropriate level of learners’ age?
6. Were all learners involved in the lesson?
7. Did the lesson arouse their interest in the subject matter?
8. Did I prepare sufficiently for the lesson?
9. Do I need to re-teach any aspect of the lesson?
10. What would be a suitable follow-up to the lesson?
11. Could I have used alternative teaching strategies?
12. Which strategies from this lesson will I use again? Why?

AIDE MEMOIRE FOR LESSON OBSERVATION

NOT ALL THE FACTORS LISTED BELOW WILL BE RELEVANT TO EVERY LESSON

1.  The teacher plans effectively and sets clear objectives that are properly understood:

• The teacher has a written lesson plan;
• The topic / level of content was related to the syllabus;
• Objectives were communicated clearly at the start of the lesson;
• There was a good structure to the lesson;
• Activities / seat work were prepared for learners; and
• The learning needs of individuals were incorporated into the lesson plan.

2.   The teacher showed good subject knowledge and understanding:

• The teacher had a thorough knowledge of the subject content covered in the lesson;
• Subject material was appropriate for the lesson; and
• Knowledge was made relevant and interesting for the learners.

3.   The teaching methods used enable all learners to learn effectively:

• The lesson was linked to previous teaching and learning;
• The ideas and experiences of learners were drawn upon;
• A variety of activities and questioning techniques were used;
• Instructions and explanations were clear and specific;
• The teacher involved all learners, listened to them and responded appropriately;
• High standards of effort, accuracy and presentation were encouraged; and
• Appropriate methods of differentiation were used.

4.         Learners are well managed and high standards of behaviour are    insisted upon:

• Learners were praised regularly for their good effort and achievement;
• Prompt action was taken to address poor behaviour; and
• All learners were treated fairly, with equal emphasis on the work of boys and girls, and all ability groups.

5.   Learners’ work is assessed thoroughly:

• Learners’ understanding was assessed throughout the lesson by the use of questions;
• Mistakes and misconceptions were recognised by the teacher and used constructively to facilitate learning; and
• Learners’ written work was assessed regularly and accurately.

6.   Learners achieve productive outcomes:

• Learners remained fully engaged throughout and made progress in the lesson;
• Learners understand what work was expected of them in the lesson;
• The learners’ outcomes were consistent with the objectives set at the
• beginning; and
• The teachers and learners work at good pace.

7.   The teacher makes effective use of time and resources:

• Time was well utilised and learning was maintained for the full time available;
• A good pace was maintained throughout the lesson;
• Appropriate learning resources were used; and
• Chalk board/ marker board was used effectively.

8.         The lesson is concluded effectively with evaluation and homework is used effectively       to reinforce and extend learning:

• The main points of the lesson were summarised;
• Evaluation of taught concept effectively carried out in line with the performance objectives;
• The lesson was brought to a close; and
• Homework was set and followed up.

SEVEN (7) CS OF GOOD TEACHING

1.         Caring for the Learners

Show deep concern to learners’ emotions and progress. Challenge them to think critically and guide them to the correct ideas.  Know them by their names and how they conduct themselves within and outside the classroom. Listen to their complaints, suggestions and give them feedback constantly. Treat learners individually, fairly and redress promptly any poor behaviour or performance. Encourage each learner to aspire to be the best they can. Reward any little progress made. Constructively mark, and endorse their work and communicate feedback to them to make progress.

2.         Class Control

Lead learners to establish rules and regulations to guide their conduct and behavior in class. Praise learners regularly for their good effort and achievement. Maintain eye contact with them. Demonstrate excellent skill of classroom management. There should be orderliness and decency in the class. Make lessons interactive. Engage the highly intelligent ones by giving them extra tasks to do and pay more attention to slow learners. Be firm but fair to all. Lesson time should be well utilized and learning maintained for the full time available. Chalk/white board to be used effectively.

3.         Captivating

Use of instructional materials to arouse learners interest. Adopt child centred strategies. Make learner active. Be well organized, vary methods of instruction. End lesson in a way that will make learners to want to learn more. Ensure constructive feedback is given to learners. Be humorous and ensure learners participate actively.  

4.         Clarity Of Lesson

Have mastery and thorough knowledge of the subject content to be covered in the lesson. Plan effectively and set clear objectives that are understood. Have a written lesson plan with topic and content related to the syllabus. Communicate clearly objectives of the lesson at the beginning. Learners’ needs should be incorporated into the lesson planning. Make knowledge relevant and interesting for the learners.

5.         Challenging

Learners are allowed to solve difficult tasks. Engage learners in projects, discussions and research work for reflective and creative thinking. Set goals for learners to reach. Pair up learners to share ideas on tasks that are complex and challenging. Learners should work individually on projects under the supervision of the teacher.

6.         Conferring

Ensure active learners interaction and discussion. Welcome challenge of opinions and reward system. Provide avenue for learners to discuss, deliberate and share ideas on various concepts.

7.         Consolidating

Give take home assignments, to effectively reinforce and extend learning. Use good questioning skills to evaluate lesson taught. Summarize lessons taught to ensure mistakes and misconceptions recognized are addressed.