among the problems i encountered during my practicum as a teacher-trainee was time management. i always organize my lesson plans, allot time for each activity but once their on stage, i feel time slips and i realize that the session is over and i have not finished all the things i planned for yet!
according to the readings i did on the issue, they all agree that the teacher should reflect on the things that may waste his time; i.e. the teacher has to see where his time leaks! examples of these, are draw from my own experience:
instead of spending too much time explaining to students why not assigning them tasks where they can work actively and thus, be an essential part of the learning? you can interfere only when you feel that there is no other resort for them to understand the teaching point. this way, you will cover all the things you planned for as long as you proceed in the task.
when planning your lesson, apply the smart procedure: set specific objectives; measurable; achievable; realistic & time bound. that is, have clear objectives about your lesson that you can measure at the end of the session. to reach these objectives, they should be achievable meaning challenging but not defeating tasks; realistic meaning that you can really attain them without being too ambitious & finally time bound: you set a time limit for each stage of your lesson.
1peter: you (have been telephoning) for ages. have you not nearly (finished)? jack: i (have not got) through yet. i (have been trying) to get our paris office but the line (has been ) engaged all morning. 2 ann (has failed) her driving test three times because she's so bad at reversing. but she (has been practising) reversing for the last week and i think she (has got) a bit better at it. 3 tom: i have often (wondered) why bill left the country so suddenly. peter: actually, i have just (found) out. 4 he (has been playing) the bagpipes since six o'clock this morning. he has only just (stopped). 5 why have you (not brought) me the letters for signature? have you (not typed) them yet? 6 tom (looking up absent-mindedly as mary comes in): have you been (sunbathing)? mary (crossly): don't be ridiculous! it (has been raining) all day! 7 a pair of robins (have been building) a nest in the porch since last week. i (have been watching them from my window since they began. 8 the police (have not found) the murderer yet, but the dead man's brother (has been) in the station all day. the police say that he (has been helping) them with their enquiries. 9 they (have pulled) down most of the houses in this street, but they (have not touched) the old shop at the corner yet. 10 tom is convinced that there is gold in these hills but we (have been searching) for six months and (have not seen) any sign of it. 11 i (have been waiting) for the prices of the houses to come down before buying a house, but i think i (have been waiting) too long and the prices are beginning to go up again. 12 peter (has been) a junior clerk for three years. lately he (has been looking) for a better post but so far he (has not found) anything.
among the problems i encountered during my practicum as a teacher-trainee was time management. i always organize my lesson plans, allot time for each activity but once their on stage, i feel time slips and i realize that the session is over and i have not finished all the things i planned for yet!
according to the readings i did on the issue, they all agree that the teacher should reflect on the things that may waste his time; i.e. the teacher has to see where his time leaks! examples of these, are draw from my own experience:
instead of spending too much time explaining to students why not assigning them tasks where they can work actively and thus, be an essential part of the learning? you can interfere only when you feel that there is no other resort for them to understand the teaching point. this way, you will cover all the things you planned for as long as you proceed in the task.
when planning your lesson, apply the smart procedure: set specific objectives; measurable; achievable; realistic & time bound. that is, have clear objectives about your lesson that you can measure at the end of the session. to reach these objectives, they should be achievable meaning challenging but not defeating tasks; realistic meaning that you can really attain them without being too ambitious & finally time bound: you set a time limit for each stage of your lesson.
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