| Imagine you have just come out of a lesson - whether | | | | effectively and enjoyably and hold their attention for |
| your own, or one that you have observed - and wish | | | | long periods of time in lessons that have little learning |
| to assess how effective it was. By what criteria will | | | | or educational value. |
| you evaluate it? | | | | The class seemed to be learning the material well. The |
| It is important to stop and think after giving a lesson | | | | main goal of a lesson is to bring about learning; the |
| whether it was a good one or not, and why. This is not | | | | challenge/problem is to actually judge whether learning |
| in order to indulge in self-congratulation or regrets, but in | | | | is in fact taking place. |
| order to have a basis for your own learning from | | | | The lesson went according to plan. A lesson that went |
| reflection on experience: this lesson was | | | | according to plan is more likely to be more effective. A |
| unsatisfactory, what could I have done to improve it? | | | | sensitive and flexible teacher will plan with different |
| Or: this lesson was good, what was it exactly that | | | | needs in mind and adapt to various changing |
| made it? | | | | circumstances. |
| Lesson Planning Criteria | | | | For ESL/EFL/ELL teachers |
| Waiting until your inspector, mentor or another visitor | | | | Was English used extensively throughout the entire |
| probably won't help much. A teacher needs to reflect | | | | lesson? It is important to do activities that involve |
| if any work is going to be done. Sometimes it can be | | | | learning English. Activities such as explanations have |
| while you are washing the dishes or taking a walk in | | | | their place in the EFL/ESL classrooms as well. |
| the park. | | | | The learners were coping with the material |
| Below is a list of criteria for evaluating lesson | | | | Before a student can learn the material, the student |
| effectiveness followed by a few notes. | | | | needs to be engaged . Learning can only take place if |
| - The learners were active all the time. | | | | the activities, materials and tasks are ultimately |
| - The learners were attentive all the time | | | | appropriate for the level and age of the learners. |
| - The class seemed to be learning the material well | | | | Final Words |
| - The learners enjoyed the lesson, were motivated | | | | Change using reflective thinking for a teacher is not an |
| - The lesson went according to plan | | | | easy thing to do. Teaching is a profession that requires |
| - The learners were engaging with the material | | | | constant introspection if any serious change is to take |
| If learners are active, attentive, enjoying themselves | | | | place. There will be times when you will question more |
| and motivated, they are likely to be learning better. On | | | | or less. |
| the other hand, it is very possible to activate students | | | | |