National Education Telecommunications Network

TEACHER TRAINING - PLANNING (A)

Our Comments:  A great speech is seldom given in an impromptu fashion.  Neither is a good day's progress in the classroom.  A government needs a budget.  A ship and an airplane need a compass. A Teacher needs to work out where he or she wants to go and what he or she wants to do, today, tomorrow, next week, till the end of the quarter or semester, and for the school year.  This doesn't mean that plans will always be followed exactly as they are made; but whether or not, they point in the right direction.  What are some of the ingredients that can go into classroom plans?  They will vary, subject by subject, and class by class.  Here are some tips to get you started.

    1.  Whether you are a new teacher or experienced teacher, you should do lesson plans because they are immediate and long-range views of what you want to do.

    2.  Do your yearly plan first (short & broad); then end of the quarter or semester (short & broad); then next week (more detailed), then tomorrow (more detailed), then today (more detailed) -- in this order.  Look at objectives made by your State Department of Education, your School District, other Teachers, and your own from the past if you have them.  If the State Department does not have objectives for your area, i.e., electives, continue on down the line of order.

    3.  These plans will prevent you from getting side-tracked.

    4.  After you have a broad understanding of where you are going, accomplish your First Daily Plan.  I will provide a sample below that I know worked for me.

    5.  Do an investigation of all other time programmed as non-teaching time; i.e., holidays, assemblies, parent conferences, grading periods, etc.  It's probably a good idea to plug these into all the plans first from the District Calendar.

    6.  Remember to preview the next day's lessons, at the end of each class or school day, which will help avoid embarrassments and emergencies, and ensures day-to-day continuity in your teaching.  This will also help with a substitute teacher to take over if needed.  Remember that whatever you write down will sooner or later be read by someone else.  As a note to this, it's a good idea to maintain a separate file concerning where to find things such as keys, lesson plans, books, the daily schedule for the school and you the teacher, meetings, grading, attendance, tardies, key students, discipline, lunch hours, and possibly something for the students to do if regular plans fail.

    7.  Make a note to yourself that there will be different learning levels in each and every class.  Take advantage of the brighter pupils in the class, but not to a degree that you show favoritism.  Recognize that one of the ways to foster rapid learning -- students learn a lot from each other.

    8.  Know and understand how humans learn.  Here are some common ones:

        A.  An earth shaking experience -- like an automobile accident.
        B.  Experience, generally -- like a parent being a mechanic and the son or daughter can fix auto things.
        C.  Repetition -- going over something, over and over again.
        D.  Memorization -- Like learning the Pledge of Allegiance.
        E.  Liking or strongly attracted by interest.  The student may love learning Physics but hate Tennis.
        F.  Analogies, parables, demonstrations, experimentation, or questions.

             (1)  Analogy- Oil is slick but so is butter -- why?

             (2)  Parable - Like a story - A boy's father loved his son dearly.  The father had a priceless painting that he hung over the family's fireplace mantle.  His son joined one of the Armed Forces.  While in Viet Nam, the son had his picture taken, 8 1/2 X 11, in dramatic battle field dress.  He sent it to his father.  His father hung it over the fireplace next to the priceless Monet and was very proud.  Some months later, the son was killed in Viet Nam.  Soon thereafter the father had a will made and put in it:  "That upon my death, my pictures will go to auction and sold to the highest bidder."  A few years later, the father died.  Settling the father's affairs, the assigned auctioneer started at $100 showing the picture of the son; the Monet still hidden from view.  Nobody placed a bid.  Finally he said, will anybody give me $10 and the reply was from one gentleman who said, "I'll give you $5."  The auctioneer said, "sold."  Then somebody in the audience said, "now for the Monet, I will bid 2 million dollars."  The auctioneer handed both pictures to the $5 bidder and wished him well, and said, "sorry," to the audience.  Why?  Of course, one should always read all the print correctly and/or have it interpreted by a professional.  And, we all know where the rest of the audience was -- passed out on the floor and the new owner of the pictures left with tremendous joy.  Also, it can be assumed that things may not always be as they first appear.

             (3)  Demonstrations -- Picking up iron filings with a magnet.

             (4)  Experimentation -- like using several variables to do something, failing in most, but succeeding
                                                    in one.  Laboratory experimentation in Chemistry is a good example.

             (5)  Questions -- What makes pine trees burn so violently.  Chemicals?  Oxygen between Needles?
                                         A vacuum beneath the tree?

       G. Click on Study Guides and Strategies(Available in Many Languages) (Middle, H.S., College)
(What does it take to be a good student? -- Preparing to Learn, Classroom Participation, Studying, Reading Skills,
Preparing for Tests, Taking Tests, Writing Skills, Writing Essays, Math & Science, Webtruth) for more on "Learning to Learn" and how humans learn.

        H.  Click on Knowledge Loom (Professional Development) (What Works in Teaching & Learning)  Remember to doubleclick on your "back" button on your browser to return here.

    1.  Look at the Physical Plant -- your room, the total school.  Recognize that the physical surroundings play an important role in learning.  Lighting, heat, cooling, smell, hearing, paint color, bulletin boards, fire hazards, physical hazards, storm warning systems, etc.  Don't be afraid to talk to seniors about these subjects or deficiencies, even if changes don't occur as quickly as you would like.

    2.  Recognize that all students are individually different.  They come from different backgrounds, have had different training at home, and may be even different in physical ways such as sight, hearing, have disabilities, are behavior problems, need extra training in manners.  Learn their names quickly.  A couple of weeks is maximum.  Click on Character Education which is good site on NETN having (Free Teaching Materials) (K-12, Middle, H.S., College, Adult/Professional) (Supplementary Materials, Discussion Questions, Writing Assignments, Learning Activities, Character in Sports, Opportunities for Action, Resources for Teachers, "How to Lead a Great Classroom Discussion," & Links to Key Character Education Orgns.)

You will find out that the students look different, act different, feel different physically and emotionally, and learn differently.  Some may be abused at home or may have not eaten for a day or two.  Some may have severe problems at home, in other classes, with peers, or maybe in the whole school.

There were variances that I had but are not required to make a plan.  At least you will know what mine were, whether good or not so good, or whether you like them or not.  You will probably want to incorporate some of your own because every class subject is different.

    1.  My thinking came from a strong desire to achieve 100% accuracy, performance, and long lasting learning, probably acquired from my Air Force and other background -- though I recognized that the field of teaching understands that there will be a "bell-shaped" curve when it comes to evaluation of students.

    2.  I was fortunate to teach students in subjects of  Law, Advanced Law, Aerospace Science, Accounting, and Computer Science.  Students had a strong desire to take these subjects.

    3.  I mounted twin large TV's in my room, with recorder and computer interface to an Atari 800 and a Radio Shack -- all at my own cost.

    4.  My classes were very large and registration was practically by reservation.  The only larger were Band and Physical Education.  Most students indicated very high interest, college bound plans, and with high performance results.  Students were exposed to rapid learning for lasting results.  Several even agreed to take repeated tests given in a high school class, two years later while in college and majoring in something else.  Near 100% correct answers continued.  Ten students who had achieved grades in the 80's on a particular test had raised to near 100% also.  It must also be recognized that general community and School District  objectives, desires, and support, and other District personnel had considerable impact.

    5.  All absences, tardiness, and grades were available to students daily from the computer, to include a printed report.  Though I had attempted to keep a students grade private to that individual, it didn't work out that way.  I learned that the system caused considerable competition which is a human trait.  I recognized that this aspect may have contributed toward faster and more complete learning.

    5.  I flew nearly every student in my own private airplane, at my cost, obtained formal parental permission, and gave them money for a telephone call to home when we landed.

    6.  I had regular support from members of the community:

        A.  A School Board Member who was an executive in the Training area of United Airlines, regularly brought expired aviation maps for every student and similar materials to my class.  He usually pitched right in and helped teach "one-on-one" or several at a time, the real world involving the lesson.

        B.  I had an Officer from the Colorado State Patrol assigned to my law classes.  He appeared about three days a week.  Sometimes he had short 10 minute lessons and sometimes he just showed his presence.

        C.  I had several Judges, Attorneys, and Police Detectives, (Federal, State, County, & Municipal), who periodically worked with my Law students.  Many acquired were relatives of students.  Their presence followed regular lesson direction and plans rather than a guest appearance presenting their own selected subject.

        D.  I had several Certified Public Accountants and Business Owners, who periodically worked with my Accounting students.  Many acquired were relatives of students.  Their presence followed regular lesson direction and plans rather than a guest appearance presenting their own selected subject.

        E.  I had several Officers from the Armed Forces and the FAA who periodically worked with my Aerospace students.  I acquired them through my military contacts and flying.  Their presence followed regular lesson direction and plans rather than a guest appearance presenting their own selected subject.

    7.  My Atari 800, computer controlled all lesson plans and recorded grades, video tapes, special prepared tapes concerning "Teach Absolute Core Concepts Using Home Video Cams," movies, and miscellaneous records, accessible to every student, with security checks in place.

    8.  I incorporated  --"TEACH ABSOLUTE CORE CONCEPTS USING HOME VIDEO CAMS" which can be seen by clicking here on VIDEO.It's also a very convenient method for those who have missed a lesson for whatever reason as well as a relearning and review tool.  Remember to click your "BACK" button on your browser to return here.

    9.  All the staff in the School District called me either "Ger" or "Colonel."  The students picked-up on this and they did the same.  I was always taught that it is proper to address a Teacher or Professor as "Mr., Miss, or Mrs."  I couldn't break the habit and finally allowed it to continue.  Even to the present day in retirement, the many past students whom I've had, continue to do the same.  Maybe some degree of rapport or identification occurred, I don't really know.

    10.  I always used  a 5 - 7 minute "Get Ready to Learn Step," which was a short story or parable pertaining to something other than subject matter for the class being taught.   Sometimes I used the video recorder to help me do this.  I regularly injected curricular "articulation"  with this technique.  The technique is an educational wonder and puts discipline in its place rather quickly.

    11.  I regularly incorporated a concept to be learned in the area of  "Character Education."  2 or 3 minutes worth about three days a week, usually provided deeper into the lesson.  There is a web address on this NETN site to click on:  Character Education(Free Teaching Materials) (K-12, Middle, H.S., College, Adult/Professional)
(Supplementary Materials, Discussion Questions, Writing Assignments, Learning Activities, Character in Sports,
Opportunities for Action, Resources for Teachers, "How to Lead a Great Classroom Discussion," & Links to Key Character Education Orgns.).  Remember to click your "BACK" button on your browser to return here.

    12.  The first Daily Plan that you make should be in greater detail to insure that all "headings" show.  This will help an administrator, substitute, parent, student, or anyone else who may attempt to read the plan.  The follow-on plans can be shorter showing key data or words for speedy recall for the Teachers easy use.  Maybe, fill in the blanks, if you please.  The short outline also helps with saving the Teacher time yet offers a powerful tool.

Now, click "Daily Lesson Plan"  to see an example.