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    The document discusses two important factors in classroom teaching: methodology and lesson planning. It defines methodology as the teaching process involving the teacher, content, and how students acquire knowledge. Lesson planning is presented as important for organizing class elements and activities coherently. Planning typically includes class aims, procedures, and objectives. The document argues that reflection through planning can improve the methodology process, and that planning gives students confidence and teachers guidance. However, it notes that planning takes time that teachers do not always have due to other obligations and challenging student behaviors. Overall, the document supports the idea that planning lessons can promote improved student learning when teachers are committed to engaging students over time.

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    The document discusses two important factors in classroom teaching: methodology and lesson planning. It defines methodology as the teaching process involving the teacher, content, and how students acquire knowledge. Lesson planning is presented as important for organizing class elements and activities coherently. Planning typically includes class aims, procedures, and objectives. The document argues that reflection through planning can improve the methodology process, and that planning gives students confidence and teachers guidance. However, it notes that planning takes time that teachers do not always have due to other obligations and challenging student behaviors. Overall, the document supports the idea that planning lessons can promote improved student learning when teachers are committed to engaging students over time.

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    The document discusses two important factors in classroom teaching: methodology and lesson planning. It defines methodology as the teaching process involving the teacher, content, and how students acquire knowledge. Lesson planning is presented as important for organizing class elements and activities coherently. Planning typically includes class aims, procedures, and objectives. The document argues that reflection through planning can improve the methodology process, and that planning gives students confidence and teachers guidance. However, it notes that planning takes time that teachers do not always have due to other obligations and challenging student behaviors. Overall, the document supports the idea that planning lessons can promote improved student learning when teachers are committed to engaging students over time.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    237 views5 pages

    Essay

    Uploaded by

    api-270061894
    The document discusses two important factors in classroom teaching: methodology and lesson planning. It defines methodology as the teaching process involving the teacher, content, and how students acquire knowledge. Lesson planning is presented as important for organizing class elements and activities coherently. Planning typically includes class aims, procedures, and objectives. The document argues that reflection through planning can improve the methodology process, and that planning gives students confidence and teachers guidance. However, it notes that planning takes time that teachers do not always have due to other obligations and challenging student behaviors. Overall, the document supports the idea that planning lessons can promote improved student learning when teachers are committed to engaging students over time.

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    Two important factors in a classroom: Planning lessons and methodology

    According to Gonzlez and Iluf (2014) Methodology is defined as the teaching


    process, in which there are different elements involved, such as: the teachers
    performance, the content that is going to be explained, and how the student
    acquires this content. Furthermore, to make sure that these elements have a
    successful result in our students, there needs to be an organization in these
    aspects, coherence in the topics that the teacher is going to develop and the
    activities that students are going to do as well. That is why, many teachers
    organize their classes through some previous planning, that can benefit the
    participants of the classroom. Moreover, this planning includes most of the time:
    the aims of the class, the procedure, the objectives of the class, etc. We strongly
    believe in the idea that a previous reflection of what the class is going to be about
    will only improve the methodology process; that is why the main purpose of this
    essay is to state whether our definition about methodology is appropriate and to
    explain why we believe that a suitable planning lesson can improve this process.
    First of all, there are multiple sources that support our definition, such us:
    Scrivener (2005), who claims that Methodology refers to a way of teaching. It has
    to do with what language is, how people learn, how teaching helps people learn.
    The teacher has to make methodological decisions about the aims of a course,
    what to teach, teaching techniques, activity types, ways of relating with students,
    ways of assessing. As you can observe, he also claims that methodology is a
    teaching process that involves the relationship between the teacher, the content
    and the students. We cannot continue with our explanation without mentioning
    another term that we believe will make our explanation simpler; we are talking
    about the Didactic Triangle

    The Didactic triangle is the support of methodology, since it has the three elements
    that are fundamental for the teaching process (see in the picture), if one of these
    elements is missing, the process will not be completed. Nevertheless, there is one
    aspect that is very important in this process and it is not mentioned in this triangle,
    we are referring to the context; Paschen, (1979); Knzli, (1998) explain: The
    didactic triangle is usually drawn with teacher, student and content as its points.
    There are, however, numerous variations depending on how the points are
    understood in a larger context where the societal factors are explicitly drawn out. It
    is very important to be aware of the background of the learners, to create a good
    learning environment; the teacher needs to know the condition in which the
    students are, what they know and how we can use this in the teacher favor.
    Planning lesson sometimes is a very controversial topic, because is not
    something that all teachers do, in terms of organization of the class it could be a
    good strategy because it would mean that you are giving time to prepare a class.
    A lesson plan requires the aim, the activities, the materials that teacher is going to
    use in the class and finally the evaluation. Talking about evaluation, different ways
    exist to evaluate if the student is learning or not, like at the end of the class doing
    an understanding about what they did during the lesson or it could be with a test
    asking different questions about the topic. Harmer (2005) proposes that an
    evidence of a lesson plan gives to the students confidence that the teacher is
    committed with the class, subsequently, they can feel secure with what they are
    learning. On the other hand, a lesson plan can be useful for the teachers because
    they will have a help if they lose the objective during the class. Beside, Jensen
    (2001) suggests that a lesson plan must have coherence, variety and flexibility in
    terms of macro (content) and micro (time) levels. Furthermore, we need to take into
    account that planning a lesson can be very useful because of the different
    situations that we have in a class, such as the behavior of the student in some
    activities. The idea of a lesson plan helps the teacher to make some decisions
    about how an activity can be more successful in terms of the elements that he is
    going to use to present in the class and also it is related with the physical
    environment and if it would affect the material that we would use. Another benefit
    that the lesson plan has is that the teacher can feel confidence about what he or
    she is teaching. Consequently, the student will be more self-assured about what
    they are learning because they realize that teacher knows the topic. In addition to
    this, a lesson plan could facilitate the continuity of learning, meaning to connect
    activities if there is coherence among them.

    Although, many teachers claim that planning a lesson is very important,


    sometimes they are not able to do it, since it takes most of their time. We have to
    remember that an educator has lots of obligations, like jotting notes on what just
    happened in class that you want to remember for next period, tomorrow, or next
    year, posting the homework online, responding to parent calls and emails,
    attending IEP meetings, making handouts/visuals, organizing manipulative, setting
    up the classroom for todays experience and so on. Moreover, there are some
    teachers that have to struggle with some misbehaved students that do not care
    about the class, this is really unmotivated for the educator to continue the classes
    and to plan them, since there will usually be a negative result; as Graham Butt
    (2006) claims: Many teachers react to such classes by planning less. Their
    reasoning is that because nothing works it is a waste of time and effort preparing
    much for such children. Experience tells them that the usual rules no longer applyfor example, that students will only misbehave if they have poor quality teaching
    badly planned lessons or insufficiently stimulating activities. Despite of, this type of
    situations we suggest that teachers need to create a way to engage their students
    and plan their lessons because thus the student will know that they are interested
    in teaching and also in their learning and that, it will progress through time. In the
    case of misbehaved students, Butts quotes Blum (1998) when he claims: they
    often behave badly when lesson are brilliantly planned because they prevent the
    teacher from starting properly; they often behave badly because they have poor
    skills in the subject areas they are asked to Study (usually literacy and numeracy);
    but, most importantly, they often behave badly because they a very thin layer of
    motivation and a low level of concentration. Here Blum suggest a challenge that
    according to us, can only be solved by a good preparation of the elements that are
    going to be used in the classroom, and also to find good strategies that can help
    the educator with these type of student. The only time that a teacher can consider
    this is at the moment of planning a lesson.

    Consequently, as you could observe in our previous explanation, there are


    lots of sources that agree with our definition and that share most of the elements
    that are very important to complete the teaching-learning process. Moreover, we
    know that our society has changed during the history of the world, that is why we
    could not omit the importance of what the context means to complete this
    procedure. On the other hand, we must highlight the importance of planning a
    lesson, since its result will only promote the improvement of the knowledge in the
    learner, even though there are some cases in which teachers have to deal with
    unmotivated students, planning a class will only give solutions for that type of
    situations, but the teacher needs to be committed to his or her class, he or she
    needs to know that even though it will take time, a good educator can organize his
    or her time in favor of the student. Therefore, we have to declare that we are agree
    with the idea of planning a lesson because the student will see the commitment
    that teacher has with the class and the interest that exist about the students
    learning. Evidently, the methods that the teacher will use in a lesson will influence
    the way the student is going to acquire the knowledge that is being given. A
    proactive teacher must know the background of the student and thus to create a
    good lesson plan, and with all the elements that will be necessary for a successful
    knowledge.

    References
    Butt, G. (2006). Lesson Planning (2da Edition ed., Vol., pp. 50-51). London,
    Continuum International Publishing Group.
    Correa, R. (2014, August). English Language Methodology [Power point
    Presentation]
    Harmer, J. (2005). How to teach English: Planning Lessons. Longman: Pearson
    Education.
    Jensen, L. (2001). Planning Lessons. In Celce-Murcia, Teaching English as a
    Second or Foreign Language. (pp.403-413). Massachusetts: Heinle &
    Heinle.
    P. (2014, 05). Didactic relation in the teaching-studying-learning process.
    Recuperado
    09,
    2014,
    de
    http://www.helsinki.fi/~pkansane/Kansanen_Meri.pdf

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