On Sunday the second of January 2011, I conducted a workshop on the Undesirable Practices in the Classroom. The following is a summary of the workshop objectives and points discussed during the workshop.
- Identify some of the negative practices in the classroom.
- Improve instruction by avoiding these negative practices.
- Make instruction more interactive.
Phases of Instruction
- Planning phase
- Pre-instructional phase (Starter)
- Instructional phase (Main Body – Activity)
- Practice phase
- Assessment phase (Plenary)
Planning Phase (The lesson plan)
Some teachers don’t:
- take lesson planning seriously
- take the different phases of instruction into consideration when planning
- think of the different phases of instruction in relation to the objectives of the lesson they are to teach
- consider the anticipated problems and their possible solutions
- prepare suitable visual aids that can facilitate their work
- identify clear teacher’s or student’s roles
- identify tasks for formative or summative assessment.
Orientation (Starter) is seldom related to objectives.
It could be boring with no aim at all.
Orientation (Starter) in this case doesn’t:
- Help draw students’ attention
- Prepare students to achieve the objectives
- Provide students with the prerequisites necessary for understanding the new stimulus.
- Arouse students’ interest in the lesson
Instructional phase (Presentation)
Presentation (Main Body) is sometimes boring, vague, irrelevant and frustrating. This is due to:
- Lack of good preparation
- Unawareness of objectives
- Inappropriateness of teaching methods
- Lack of students’ participation
- Concentration on certain students
- Unavailability of useful visual aids
Practice phase (Formative assessment)
Practice sometimes becomes useless or less effective when it is not
- well planned
- varied, graded or related to the lesson objectives
- challenging or does not encourage critical thinking
Practice sometimes becomes useless or less effective when it does not
- provide enough opportunity for students to participate effectively
- enhance student’s learning
- provide sufficient learning guidance
- give immediate feedback on students’ performance
Assessment phase (Summative – Plenary)
Summative assessment is often ignored because:
- It needs careful planning
- Teachers are usually left with too little time for carrying it out
- It requires the teacher to collect students’ answers to mark them
- It requires the teacher to take decision regarding the students’ performance
Finally I asked the teachers to think of ways to avoid these negative and undesirable practices in the classroom.
You can download this presentation here.