Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
It is important to prepare a good lesson with a
successful writing activity since a well-planned lesson can benefit students in
achieving learning goals and memory retention. Additionally, it guarantees that
students are actively involved in their education and are capable of using what
they have learned in practical settings. Nonetheless, for a variety of reasons,
we frequently observe students who are uninterested in the subject. In this
situation, customizing a lesson to fit their learning requirements and including
an engaging writing exercise for disinterested students is essential since it
can boost their engagement, motivation, and achievement.
Situation Analysis
After spending hours designing the
"perfect" writing activity for my students, if my excitement to
introduce the activity to them proves ineffective due to their lack of interest
in the subject, which they find extremely challenging, I believe that I should
keep the activity that I have already designed because I invested a lot of time
into it and it is pertinent to the lesson topic. I am aware that spending time
and energy developing a lesson that doesn't seem to connect with students can
be demoralizing for a teacher. However, I should keep in mind that
elements like students' prior knowledge, interests, and learning preferences
are also important in determining student involvement in the classroom
(Thorson, 2019). I must therefore modify the lecture to fit the needs of the
students in the given context. I think that adapting a lesson to a present
situation calls for creativity and flexibility and that I must take the context
and the needs of the students into account. A purposeful, interesting, and
current learning experience should be planned and developed for my students.
How would I adapt the lesson for the
students in the current scenario?
I must first determine the causes of my
students' lack of interest in the subject and their difficulties with the task
before I can modify the lesson to the current situation. I should consider
whether the subject is too complex or abstract for their level of
comprehension. Are the instructions ambiguous or complicated? Is the activity
not engaging enough for them to participate in? I should decide whether to
change my lesson plan to better suit the needs and learning preferences of the
students depending on their learning style once I find the pertinent issues by
analyzing myself. I should keep in mind that when I modify my lesson, I need to
make the writing work simpler by breaking it down into smaller sections and
giving them interesting topics (Performing in Education, n.d.). I should also
include visual aids in it to reduce the level of difficulty (Parlin, 2009). To
make the students feel comfortable finishing the job, I need to either increase
student interaction or offer more scaffolding and help. For instance, if I
notice that any of my students are having trouble with the writing assignment,
I should give them a graphic organizer or writing template to use as a guide.
By using real-world examples or adapting the activity to their interests, I can
occasionally also make the subject interesting for them and make it more
relevant and meaningful to them (Parlin, 2009). I can also give them a choice
by letting them select the subject, the style, or the duration of the writing
(Ullman, 2011) and by asking them to start writing in a subject they are
already passionate about so that I can draw on their knowledge (Spencer, 2018).
How would I modify the lesson for next
year’s students?
Reviewing the student input, considering what
worked and what didn't, and making changes as necessary to my lesson plan will
help me improve the lesson for the students of next year. When determining
areas of the class that require modification and refining, student feedback can
be helpful (Ullman, 2011). I need to modify the lesson's content by adding or
removing elements as necessary to make it more interesting and relevant for
my pupils based on comments and my assessment of the lesson. To make the
process more achievable, I also need to make the instructions simpler by
dividing them up into smaller parts. To acquire fresh perspectives and
suggestions for improving my lesson for the following year, I can also seek
suggestions from colleagues. By doing this, I can substantially enhance the
learning results for my students the next year and adapt my class to better fit
their requirements.
In conclusion, I
should be flexible as I modify the lesson for the children the next year and
adapt it to the current situation. No lesson plan is ever truly
"perfect," thus I should always be adaptable and receptive to
criticism (Parlin, 2009). To better serve my students' needs and interests, I
should also keep making improvements to my class ideas. I ought to make an
effort to make my lessons more interesting and provide my student's worthwhile
writing assignments.
References
Parlin,
R.L. (2009). Classroom teacher’s survival guide: Practical strategies,
management techniques, and reproducible for new and experienced teachers.
Retrieved from eBook Central (accessed through LIRN).
Performing
in Education. (n.d.). 5 Ways to Help Reluctant Writers.
https://performingineducation.com/help-reluctant-writers/
Spencer,
J. (2018). 10 Teacher-Tested Strategies to Engage Reluctant Writers. https://spencerauthor.com/reluctant-writers/
Thorson,
A. (2019, Oct 7). How to Write Effective & Engaging Lesson Plans.
Teaching Jobs and Career Support Resources. Learning Pods.
https://blog.getselected.com/2019/10/07/how-to-write-effective-and-engaging-lesson-plans/
Ullman,
E. (2011). How to plan effective lessons. ASCD Education Update, 53 (10).
http://www.ascd.org/publications/newsletters/education-update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx
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