Exclusive summary
Lesson planning is an essential constituent of the teaching-learning system. These explain why teachers need to dedicate and commit a good chunk of time in lesson planning. To come up with practical, efficient, and exciting lessons, one ought to take a great deal of effort, dedication, and time. The report would give findings on the number of times teachers require to prepare their lessons. It would highlight organizational aims and objectives towards improving lesson planning, discuss existing rational, and provide solutions. The report offers ethical ways to design and implement recommendations through bloom taxonomy and SWOT models. It would give insight into experiences and conclusion
1.0 Introduction……………………………………………………………………………………………………………………………………4
1.2 Organizational Objectives and Aims. 5
2.0 Organizational issue and solution…………………………………………………………………………………………5
2.1 Ethical designing and implementing all work-related aspects……………….6
2.2Autonomous action within agreed parameters of the work-related issue..6
3.0 Recommendation…………………………………………………………………………………….7
4.0 Reflection on the project……………………………………………………………8
5.0 Conclusion…………………………………………………………………8
6.0 References…………………………………………………..9
1.0 Introduction
Lesson planning is an essential constituent of the teaching-learning system. These explain why teachers need to dedicate and commit a good chunk of time in lesson planning. To come up with practical, efficient, and exciting lessons, one ought to take a great deal of effort, dedication, and time. Lesson planning entails coming up with a lesson plan (Savage, 2015). The lesson plans are a systematic map and guide that clearly outlines the structures and procedures that are essential for teaching-learning. The idea to be compelling and conclusive it ought to have three core components; the activities to conduct in the learning and teaching activities, course goals and objectives and, learner assessment to evaluate their mastery of the topic. The paper will discuss the rationale and provide practical recommendations.
Teachers who deliver lectures within the available time frame appropriately organize and well planned, thus can get spare time vital to attend to learners who require additional assistance. Apart from instilling confidence in the teacher and being a good inspiration to the learners by lesson planning, time management is a crucial significance of lesson planning (Geoff Timmins, 2005). The learner’s hunger to learn more is the core driving force that motivates the teachers to do a lesson plan. The time taken by the teacher differs regarding the level of study. For any teaching-learning system, therefore, must see teachers committing their great deal of time in lesson planning.
1.1 Main findings
Heavy workloads that the teachers have today are a concern. The teachers lack adequate time to prepare their lessons prior due to heavy workloads. The outcome of the later is infective and poor lectures and readings presenting a challenge to the entire teaching-learning system. A study conducted by scholastic and Gates foundation observed that in a week, a teacher works on an average of 53 hours (Sara Bubb, 2004). On the other hand, a handful of 78% of teachers indicated that they lack adequate time for planning effectively under the prevailing common core standards. Reports of high-stress levels by about half of the teachers are concern as it interferes with their sleep, health, and delivery of their work. The teacher turnover majorly is because of high-stress levels.
1.2 Organizational Objectives and Aims
The main aim of an education organization is to provide quality education to learners of different skills and capabilities. It also looks to offer a nourishment environment to the teachers working in the organization. Teachers’ motivation and health become vital aspects that drive them to work effectively. The organization aims to establish a good relationship between the teachers, learners, parents, and the organization itself. The organization should come up with objectives and aims using the SWOT model. It should identify its strengths, weaknesses, opportunities, and threats. The model will help the organization take the best advantage to decrease their chances of failure while eliminating hazards.
2.0 Organization issue and solution
The teachers spend a substantial deal of time in planning their lessons. They can do this by substituting lesson plans with unit plans. The above will improve the efficiency of content delivery. Here the teachers will understand the unique academic as well as social-emotional wants of their learners. Learning will be made exciting by proper data analysis and technology integration (Christopher Day, 2005). The teacher, whereby they look ahead and plan two weeks, would implement the recommendation. The method seems complicated; however, it is doable and convenient once given a try. The unit plans help the teacher to make annual plans comfortably. The primary ingredient here is for the teacher to understand their broad goals annually. The second stage is to break down the big goals into small goals. If the teacher knows and understands their content well, few hours indeed would be enough, thus relieving some time for the teacher. From these, teachers would enjoy extra time, thus reducing their challenge of heavy workloads as well.
2.1 Ethical designing and implementing all work-related aspects
Teachers ought to consider the needs and unique requirements of their learners when coming up with lesson planning. Since various learners possess different unique social-emotional and academic needs, it is ethical for teachers to allocate time to cater to their multiple needs appropriately. The teacher should do this by making their materials (Stronge, 2007). Making one’s material does not necessarily demand that should begin from point zero or scratch; instead, the teacher could use the content that they did not use initially. They need to be creative and caring to formulate the materials that would accommodate the learners’ needs adequately. Therefore, the teacher needs to strike a balance between the documents they intend to use. The bloom taxonomy model is essential at this stage. The model covers cognitive, affective, and sensory domains that are essential in formulating learning objectives.
2.2 Autonomous action within agreed parameters of work-related issue
The teachers should connect with other tutors in some of their time, and this would even help them clear some of their prep time, thus narrowing down only to the materials that are core and unique to their students (Butt, 2006). When connecting with other educators, they ought to ensure they share similar values and philosophies to obtain content that relates well with you and your learners. Across the country, you may find many educators teaching the same lectures and lessons for the same subject or grade level that a teacher may want to show in the same week, and this will help in easing the time one would take to prepare for the same lesson. The implementation should happen at the end of each two weeks, where unit panning takes place for effective utilization and preparedness.
3.0 Recommendation
Teachers need to balance their time appropriately and manage their heavy workloads. The balance will reduce the stress levels of the teachers and increase their morale. The recommendations encourage the teacher to commit more time in their lesson planning as well as devote more time to their lesson delivery. Time consumption would be appropriate by effecting proper lesson planning (Cunningham, 2009). The teacher will be having an overview and systematic roadmap on what they ought to deliver, the materials they need to use, aims and objectives of what teachers intend to teach, and how finally they are going to measure their delivery on the students. With such a roadmap, their teaching-learning system would be fascinating and attractive to both the teachers and the learners.
The teachers also need to be innovative and creative when cultivating their lesson plans. The teacher, gaining them extra time, can minimize the heavy workloads. Some of the ways they can do that are by automating grading. The system would ease teacher struggles in marking. The multiple-choice question may seem short of accurate estimation of the learners’ capabilities; however, deploying many multiple-choice questions may do. There is also the need to get the information well arranged. Another way of reducing heavy workload is by delegating tasks (Joyce McLeod, 2003). The teacher here ought to be avoiding doing what the learners would be in a position to handle by them. Having engaging lessons and establishing a positive relationship with the students as well as their parents is essential for this process. The recommendations should be implemented at the beginning of the year to ensure the transition is compelling and conclusive. They also ensure that no one suffers in the process. The suffering leads to overwhelming, which is not healthy. Each party will have enough time to do things that they need to do individually.
4.0 Reflection on the project
The pre-project experiences did not build much sense as to how the heavy workload was overwhelming to many teachers causing those many health-related problems, sleepless, and much more. With the conclusion of the project, the skills sharpened, and others gained, there is a roadmap to learn from where the teachers could use as a reference to overcome the existing challenges. Communication skill is one of the keys that become essential in gathering various feedbacks from numerous individuals. Critical thinking also becomes basic in analyzing multiple responses coming up with facts and solutions. Sense of humor and patience are other skills that, through them, understanding and a great relationship, are borne out of in this project yielding much of information.
5.0 Conclusion
The Teaching-learning system needs lesson planning for it to be productive and successful. Lesson planning is a core and fundamental component in any teaching-learning order, as proven in the paper above. The process, through facing challenges mainly from heavy workload by teachers, now finds solutions. The recommendations have offer solutions on how the teachers can overcome their shortcomings in lesson planning. The recommendations provide teachers with time when they can implement the strategies to overcome the various problems. The project discusses essential skills that offer a platform to gather valuable information. The teachers need to understand how and when they implement the given recommendations to the various problems.
6.0 References
Butt, G. (2006). Lesson Planning. New York: continuum international publishing group.
Christopher Day, A. F. (2005). The Life and Work of Teachers; international perspectives in changing times. Chicago: Routledge.
Cunningham, G. (2009). The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom. London: ASCD.
Geoff Timmins, K. V. (2005). Teaching and Learning History. London: SAGE.
Joyce McLeod, J. F. (2003). The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies. Virginia: ASCD.
Sara Bubb, P. E. (2004). Managing Teacher Workload: Work-Life Balance and Wellbeing. London: SAGE.
Savage, J. (2015). Lesson Planning; Key concepts and skills for teachers. New york city: Routledge.
Stronge, J. H. (2007). Qualities of Effective Teachers. London: ASCD.
Woodward, T. (2001). Planning Lessons and Course: Designing a sequence of work for the language classroom. London: Cambridge University Press.
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