In Learning Teaching Scrivener provides what he calls a "route map". This map is supposed to help teachers structure their day, from pre-lesson to post-activity.
Let's take a closer look:
1) Pre-class: Preparation time. Take a look at the lesson and materials, get organized.
2) Lead-in/prepare for the activity: once you've greeted the students as they come into class and everyone is sat down and settled, open up the class with an activity, discussion, or prompt that will introduce the lesson or theme of the day.
3) Set up activity: if the activity requires that students be put into groups, do so at this time. If not, read instructions for the activity and make sure they are understood by everyone.
4) Run activity: depending on the nature of the activity and the methodology/teaching style for the lesson, supervise or instruct accordingly.
5) Close activity: End the activity with a brief summary of the lesson and address any issues that arose during the activity. It is better not to open up the class for questions, because this is a less controlled way to review material that could lead to time wasted answering questions that are not relevant to the day's topic.
6) Post activity: End the class with an activity that is less rigorous than the main activity and relevant, too.
References:
Scrivener, Jim. Learning teaching: a guidebook for English language teachers. 2nd ed. Oxford: Macmillan, 2005. Print.
Let's take a closer look:
1) Pre-class: Preparation time. Take a look at the lesson and materials, get organized.
2) Lead-in/prepare for the activity: once you've greeted the students as they come into class and everyone is sat down and settled, open up the class with an activity, discussion, or prompt that will introduce the lesson or theme of the day.
3) Set up activity: if the activity requires that students be put into groups, do so at this time. If not, read instructions for the activity and make sure they are understood by everyone.
4) Run activity: depending on the nature of the activity and the methodology/teaching style for the lesson, supervise or instruct accordingly.
5) Close activity: End the activity with a brief summary of the lesson and address any issues that arose during the activity. It is better not to open up the class for questions, because this is a less controlled way to review material that could lead to time wasted answering questions that are not relevant to the day's topic.
6) Post activity: End the class with an activity that is less rigorous than the main activity and relevant, too.
References:
Scrivener, Jim. Learning teaching: a guidebook for English language teachers. 2nd ed. Oxford: Macmillan, 2005. Print.
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