The thought processes behind lesson planning, interactive thoughts and decisions, and teaching theories and beliefs have been researched as an important psychological aspect of teaching. How a teacher’s thought process systematically works directly influences the lesson planning process. Referring back to what constitutes a ‘successful lesson’ it is the cognitive aspect of teacher thinking that affects the lesson. What happens before the lesson, during and after the lesson is manipulated by teacher thinking. The thought process during lesson planning meets the teacher’s personal needs in a sense that it reduces anxiety and builds confidence by being prepared in advance. Lesson planning also allows clarity in being organized with materials, time management and activity flow. In order for a lesson to be successful, being mindful of the student needs, abilities and interests should be the focal point of planning. I used to rush through each lesson without taking the time to stop and think about student responses. One of the many things that I have to learn as a future educator is being attentive of what is developmentally appropriate at their grade level. Keeping each and every student in mind behind my thought processes in lesson planning will determine the outcome of my lessons.
Not only is the thought process during planning essential to the context of teaching but it also plays a pivotal role while the lesson is taking place. The lesson plan is a guide that teachers construct for themselves as they modify the curriculum to fit their teaching styles. The interactive thoughts and decisions during the delivery of the lesson based on student interaction is associated with the teacher’s thinking process. Such thoughts and decisions affect teaching such as responding to a student’s question, identifying a student who needs help, transitioning from one activity to another, classroom management and attending to student misbehavior. According to Clark and Yinger, the best strategy for effective interactive decision making is by “attending and observing students’ faces, actions, behavior and voices… to organize and check their perceptions to pace and maintain the flow of instruction and help accomplish instructional objectives” (1984). Being alert of one’s thinking process allows the teacher to make certain decisions dependent on the situation. A teacher’s thought process is complex but as long the context of teaching revolves around the student only then will successful lessons can occur.
Both of my mentors have suggested that I should let the students find the answers themselves rather than providing them all of the information. I have come to realize that the philosophy of education is not drilling them with facts but teaching students on how to learn. Rather than giving them all of the answers that they need, students need to learn how to find the information themselves as critical thinkers. So how much should I tell the students? How much information and when should I hold it from them? Education reformers have pushed for the shift of learning to be made onto the student. John Dewey said that if teachers tell too much information, students will not develop problem-solving skills but if teachers tell too little, students will not make progress in their learning. Teachers should provide enough information for the students to further develop their problem-solving skills as long as he or she is engaged on the topic (Hiebert et. al, 1997). Recently, I have been keeping this ideology in mind where I have been making progress from my successful lessons from my mentors’ feedback. Allowing the student to take ownership of their learning has proved why some of my lessons have been successful.
In conclusion, I have incorporated my experiences in the classroom along with my current beliefs about education to better understand what it takes for a lesson to be successful. Beginning with myself as a learner, I found that giving myself challenges and skills in teaching must be in balance in order to succeed in this field. As someone who is constantly willing to learn to improve, I hope I can achieve the teaching flow on a daily basis through incessant practice. Being explicit of student expectations and revolving the lesson around the students can result in a successful lesson. Having high levels of engagement through student involvement causes high level of student achievement. I have witnessed this in my math lesson ‘Shape Pictures’ through student work as they took ownership of their learning. Reflecting on each lesson, whether good or bad, allows me to improve my teaching strategies such as timing, pacing, classroom management, transitioning and much more. Each experience I get in the classroom is a chance to improve as long as I am conscious of my thoughts and actions in the classroom. This research has put me that much closer to making successful lessons from now on. Most importantly, this has made me realize to strive to become a better teacher as I am continually learning with and from the students.
Not only is the thought process during planning essential to the context of teaching but it also plays a pivotal role while the lesson is taking place. The lesson plan is a guide that teachers construct for themselves as they modify the curriculum to fit their teaching styles. The interactive thoughts and decisions during the delivery of the lesson based on student interaction is associated with the teacher’s thinking process. Such thoughts and decisions affect teaching such as responding to a student’s question, identifying a student who needs help, transitioning from one activity to another, classroom management and attending to student misbehavior. According to Clark and Yinger, the best strategy for effective interactive decision making is by “attending and observing students’ faces, actions, behavior and voices… to organize and check their perceptions to pace and maintain the flow of instruction and help accomplish instructional objectives” (1984). Being alert of one’s thinking process allows the teacher to make certain decisions dependent on the situation. A teacher’s thought process is complex but as long the context of teaching revolves around the student only then will successful lessons can occur.
Both of my mentors have suggested that I should let the students find the answers themselves rather than providing them all of the information. I have come to realize that the philosophy of education is not drilling them with facts but teaching students on how to learn. Rather than giving them all of the answers that they need, students need to learn how to find the information themselves as critical thinkers. So how much should I tell the students? How much information and when should I hold it from them? Education reformers have pushed for the shift of learning to be made onto the student. John Dewey said that if teachers tell too much information, students will not develop problem-solving skills but if teachers tell too little, students will not make progress in their learning. Teachers should provide enough information for the students to further develop their problem-solving skills as long as he or she is engaged on the topic (Hiebert et. al, 1997). Recently, I have been keeping this ideology in mind where I have been making progress from my successful lessons from my mentors’ feedback. Allowing the student to take ownership of their learning has proved why some of my lessons have been successful.
In conclusion, I have incorporated my experiences in the classroom along with my current beliefs about education to better understand what it takes for a lesson to be successful. Beginning with myself as a learner, I found that giving myself challenges and skills in teaching must be in balance in order to succeed in this field. As someone who is constantly willing to learn to improve, I hope I can achieve the teaching flow on a daily basis through incessant practice. Being explicit of student expectations and revolving the lesson around the students can result in a successful lesson. Having high levels of engagement through student involvement causes high level of student achievement. I have witnessed this in my math lesson ‘Shape Pictures’ through student work as they took ownership of their learning. Reflecting on each lesson, whether good or bad, allows me to improve my teaching strategies such as timing, pacing, classroom management, transitioning and much more. Each experience I get in the classroom is a chance to improve as long as I am conscious of my thoughts and actions in the classroom. This research has put me that much closer to making successful lessons from now on. Most importantly, this has made me realize to strive to become a better teacher as I am continually learning with and from the students.