“A goal without a plan is just a wish.”

   

                                                                                        Antoine
   de Saint-Exupéry (1900-1944)

   

   

   

   Planning Your Work

   

   

   Planning in many branches of human life makes life easier. Heading towards the aim and knowing
   what you will do next saves your time. It helps you to prepare things you will need; it gives
   you security and confidence. Older pupils become aware of how well-prepared the lesson was and
   young learners feel it subconsciously.

   

   In schools we have to do long and short term planning. Long term planning is what we do before
   each term. We plan textbooks, teaching aids, interconnection with other subjects and
   particular topics. Cooperation with other colleagues pays here.

   

   Short term planning covers one topic, one unit or one week. There may be three to ten lessons.
   We plan not only the topic but also methods, assessment (test, comment, feedback, evaluation
   …), basic and supplementary material.

   

   Lesson planning is probably what crosses our mind when we talk about planning because it is a
   part of everyday teachers’ life. A lesson is a type of organized event and the teacher is the
   main organizer though sometimes not the main visible element. Lessons vary in time, place,
   topic, atmosphere, methodology and materials but they all aim at learning. They involve
   participation of learners and teachers and should be pre-scheduled. Pupils learn more easily
   when they know what to expect in the lesson and what they are expected to do from the teacher.
   A well planned lesson with routines enables them to predict situations. Each teacher has his
   own way of planning the lesson; each teacher has his own style. After a few lessons pupils get
   to know the system, the routine and feel comfortable. Although the teachers are different and
   they plan their lessons in a different way, some things are common with most of them:

   

   A carefully planed and managed lesson needs a framework: a beginning and an end and some
   content in between. Writing a lesson plan the teachers write the unit plus the topic of the
   lesson, they also write the class and the date. Then the main core of the lesson plan follows.
   With each activity planned there is timing, what and how it will be realized and the
   supplementary materials used. The teacher also takes into consideration the link the lesson
   has with the one before. He/she thinks about the lesson after. Organization of the activities
   is important. The teacher decides where individual, pair or group work is suitable. Sometimes
   he involves whole class activities. The time of the day is not of the lowest importance, too.
   There should be balance between quiet and noisy exercises. The teacher considers whether all
   four language skills are covered and to what extent teacher-pupil and pupil-pupil activities
   are used. Lesson planning is a complex process which fortunately after years of practice is
   not so much time-consuming.

   

   After the lesson is over the teacher still does not forget about the lesson. Even if he/she is
   not focussed on his/her self-assessment, good teachers hardly ever forget about the lesson as
   soon as they close the classroom door. The question “Did the pupils learn what I wanted them
   to learn?” is always besetting. The answers then become the basis for the next lesson plan.

   

   Of course there are things that can go wrong and that sometimes could not have been
   anticipated:

     o An external disturbance may appear. A wasp may be flying around the classroom; a ring-tone
       of a mobile phone can interrupt the activity. Then either get rid of it or make use of it.
       The second choice is better. The disruptive element can be a good opportunity to increase
       the number of new words, to train some grammar or just to do storytelling where the
       element is involved.
     o The class might be out of control thanks to the activity done. Then use a calming
       activity, tell the pupils a story, let them fill in the words in the story. Rather whisper
       than shout.
     o When the activity takes too long, when it takes more time than you have planned, shorten
       it. Promise to finish the thing next time (but do not forget to do it). Asking pupils to
       do the rest as homework is not a very clever solution. You must have prepared a different
       homework in your lesson plan aimed at the topic.
     o You can have extra time. There always should be an emergency activity at hand. It should
       have been involved in the lesson plan.
     o An activity does not work. Bad instruction is usually the cause. Just explain the thing
       once more in a clear way. But if the cassette player does not work, do not try to repair
       it. You may loose the time. Just change the activity.
     o An activity is too difficult. Either simplify the activity or move on to something else.

   

   Nice conclusion and summarizing at the end of the lesson may point out that if not a lot of
   work then at least several steps forward have been done.

   

   “A good lesson is adaptable and flexible; is a back-up system; has clear objectives; has a
   variety of activities, skills, interaction, materials, caters for individual learning styles;
   has interesting, enjoyable content; has an appropriate level of challenge and is well
   prepared, well planned and well timed.” (Brewster, J., Ellis, G., Girard, D.: The Primary
   English Teacher’s Guide, Longman 2005)

   

   

   Both teachers and learners want to work in a good atmosphere in the classroom. This atmosphere
   depends on many aspects. The most important of them are: motivation, maintaining classroom
   control and discipline and organising learning activities.

   

   Motivation is probably one of the key factors that influence the success of English language
   learning. If the pupils are not happy in the classroom not enjoying the lesson, the teacher’s
   job is much harder. Firstly we should provide the classroom atmosphere which promotes pupils’
   confidence and self-esteem. Then our pupils will learn more effectively and enjoyably.

   The teacher may help the children to feel secure. It is the physical surroundings helping the
   pupils to feel relaxed and focused on learning. The teacher can put as much on the walls as he
   can – posters, postcards, pictures, pupils’ drawings, writing, calendars … .  Plants, vases
   with flowers, four dimensional objects, anything which adds character to the room, is helpful.
   It just has to leave you space to work. Of course, children themselves can bring the objects,
   pictures or postcards. The teacher then tells the rest of the class a little bit about them in
   English. Objects may create a home-like atmosphere which helps the children to feel secure.

   What are the other “pieces of security”? Routines. Regular activities, items bring the feeling
   of a well governed world. Let’s start the lesson with “Good morning” every day. Let’s have a
   birthday calendar, read the book of the month (regularly - e.g. on Wednesday). Error
   corrections should be done in a descent way. Mistakes and errors should not be corrected
   during using the language for communication. Whenever a pupil is trying to tell you something,
   forget his/her mistakes and accept his/her talk. Explain the children that everyone makes
   mistakes when he/she is learning. Pupils themselves should not laugh at others§ mistakes. Give
   children the responsibility for doing some practical jobs in the classroom - cleaning the
   board, watering flowers, bringing the teaching aids, chalks, giving out the library books. And
   also consider the following: Scott and Ytreberg in Teaching English to Children (Longman 2005)
   recommend organizing no competitions, giving no physical rewards or prizes and giving children
   no English names as they would loose a bit of their personal identity. Do you agree?

   

   Motivation is some kind of internal drive which pushes pupils to do things in order to do
   something. Without motivation a large part of joy might disappear from our lessons.

   

   Things already mentioned are interrelated with classroom control and discipline. Routines can
   bring flavour of discipline into the classroom. Young children gradually become familiar with
   the classroom patterns that help to make them feel confident. The teacher talks English as
   much as possible but a certain balance between mother tongue and English should be found. All
   instructions given in English may confuse children. They may feel uncomfortable if the teacher
   talks to them in a strange foreign language all the time. Children should be gradually
   introduced to use English through rhymes, songs and games. When speaking English use miming,
   acting, puppets, varied tone of voice, body language. Keep your language simple but natural
   and keep it at pupils’ level. The teacher’s behaviour, his/her teaching style and his/her
   attitude towards children and his job are another important aspect influencing lessons.
   Children work out very quickly what is and is not allowed. They generally like to work within
   a framework where the boundaries of acceptable and unacceptable behaviour are reasonable and
   consistent. Thus they know where they stand. The teacher should find a good balance between
   friendly and authoritarian approach. Good discipline is a good step towards good learning. It
   is achieved mainly with good organization of the lesson and tiny teacher’s tricks. Orders and
   restrictions do not work well. Address the pupils by their names which means to learn the
   names as soon as possible. Give clear instructions. Act firmly but friendly. Wait for quiet
   before beginning a new activity. Be tolerant of an acceptable noise level. Remember that the
   noisier the teacher is, the noisier the children will become. Give praise with sincerity and
   enthusiasm in a variety of ways. Praise groups or the whole class as well as individuals. Just
   find certain balance again and do not over-praise pupils, it may become valueless.

   

   Planning a lesson the teacher anticipates the effects of different kinds of activities as well
   as their sequence and organization. Organizing learning activities takes much of the teacher’s
   time.

   

   Concentration span with young children is not very long. Therefore they need constant change
   in activities. It is up to the teacher to find the right moment when the activity must be
   changed. He/she gives a new kind of activity and the way of organization. Children may work in
   groups or individually. Young children prefer working alone. Later they find friends and like
   to share. Then cooperation is something which has to be nurtured and learnt. Pair work should
   be used before children start working in groups. Some children do not like each other.
   Therefore we should frequently change the pairs and groups. Children should not be always
   allowed to choose their groups themselves.

   

   Many textbooks assume that all the pupils in the class are at the same language level. This
   would be an ideal situation which hardly ever happens. The average classroom is normally of
   very mixed ability. There even may be a bilingual pupil who speaks English well. The teacher
   must use strategies to encourage pupils to cooperate, to help each other, to share, even to
   help the teacher (bilinguals). The teacher may need extension activities for those who are
   “quick”; he/she may choose activities that cater for different levels and types (see chapter
   Different methods for different pupils). The teacher may even organize differentiated learning
   activities for different groups of pupils.

   

   Time management is another skill the teacher should use. Good realistic timing helps the
   teacher to avoid rush, which may lead to inattention or ineffective learning. Timing is one of
   the most important parts of lesson planning.