A lesson plan is an important element that needs to be executed, subsequently

executing any lesson. This is to ensure a sense of unification between the lessons
(Jensen,2001), thus making teachers to be able to organise their lesson objectives, the type
of activities that they will execute in order to attain the aimed objectives, what are the materials
needed and the allocation of time and grouping for each lesson. Since we have no experience
yet whatsoever in producing a lesson plan and what more in teaching in a real class, we were
required to not only produce our own lesson plan, but also we undergone a simulated teaching.
Simulated teaching is one of the most effective way in training teacher trainees (Center for
Teaching and Learning, 2004) in preparing themselves in real-life situation teaching when they
go for their practicum. There a few things that I have reflected throughout these processes,
which not only involves the effectiveness of the lesson plan that me and my groupmates have
presented, the relevancy of the lesson towards the targeted audience and the difference of
expectation and reality of our lesson.

For our lesson plan, which is Pet’s World, aiming for 9 year olds, there were a few
aspects that we could have execute in order to make our lesson even more effective. On of
the ways that we could have overcome this is by using the ASSURE model, which is an
instructional systems design that teachers can use as guide in order to create an effective
learning environment ( Lesson sequencing). In my opinion the lesson plan that we have made
lacks in terms of ‘stating clear objectives’ in the ASSURE model, because our lesson lacked
coherency. In terms of relevancy, which is important in getting the students’ attention and
allows easiness of the understanding of the flow of ideas ( Goemans, 2017), it can be
considered as age appropriate. For instance, the usage of easier vocabularies and after that
the introduction to vocabularies that are much harder, causes the students’ cognitive abilities
to be challenged, but not until a level where their cognitive abilities could not think anymore.
Also, in doing this lesson planning and undergoing a simulated teaching session, our
expectation and the realisation of a real-class situation has made us produce a different
mindset in teaching. This is because, within a class, every single child is not the same, and
thus producing a small group of pupils which consists of mixed-abilities. With this being said,
if certain students could not comprehend what is being taught by the teacher thus, common
behaviour problems will arise (Ministry of Education Guyana, 2016). Even though we have
planned our best for the lesson, but a few possible interferences have been shown to us,
making our lesson to be less effective.

As a conclusion, reflecting the lesson and the simulated teaching that I have gone
through, even though there were a few things that me and my groupmates could have worked
on in enhancing the lesson. But with these criticism that we have received, we a re able to
learn on our mistakes thus solving them so that we would do the same thing on the future.

n
References:

Jensen, L. (2001). Planning Lessons In: M. Celce-Murcia, Teaching English as a Second

Language.

CTL. (2004). Center for tEaching and Learning-Teaching Controversial Issues.pdf, (21), 1-4.

Goemans, CCHS Student Chief Clarke Community High School Student News Making

learning fun. (2017).

Lesson sequesncing. (n,d.)

Ministry of Education GuyanaCommon Behavioural Problems in schools. , (2016).