10. Ways to Differentiate a Lesson Plan

Students have different backgrounds, strengths, needs and learning styles. If students do not learn the same way, then there cannot be only one type of instruction or way of teaching our lessons. As teachers, we must take our students´ differences into account, and respond to the diversity we find in our classroom. This means we have to flexible and use different approaches to teaching. We can differentiate our lesson plans in the following way:

Learning by pace: students learn at different pace or speed. While there are students who work at slow pace, there are others who work faster. Therefore, when we assign an activity, the time we assign can be different. Students can take more or less time depending on their pace.  

Learning by ability: students have different abilities and competences, which we must consider at the time of choosing the activities we are going to include in our lesson. Students´ level of performance is not going to be same despite being in the same grade or having the same age. In addition, students perform differently according to area that is being evaluated. For instance, some students might be better at grammar; others might be more fluent.

Learners´ interests: students have different interests and concerns. Students are interested in diverse topics, and like to work in different ways. Moreover, they may feel the need to learn and use the language for different purposes. It is always important to contextualize our classes according to our students´ interests and experiences. In addition, teachers can let students exploit their creativity when performing a task. For instance, students can choose how they want to present the project they have been assigned.

Learners´ needs: students should feel seen, heard, and valued. Different students mean different needs. Teachers face and have to deal with a variety of situations and cases: students with disabilities, students with emotional issues, etc. Teachers must always take into account their students´ needs, and adjust their lessons according to them.

Learning styles: students learn in a different way. This means we must include activities suitable for each learning style (visual, auditory or kinesthetic). Learning styles must also be considered when we think about the way we are going to deliver our classes, the room setting or design, and assessment alternatives.

Tier lessons: lessons should begin at basic level, and build from there. Learning is a process; students build their knowledge step by step until they achieve a higher understanding. Scaffolding is also necessary, first students work with the guidance or help of the teacher or a classmate until they are able to perform the task by themselves.

9. Teachers´ Style of Delivery

While students have different learning styles, teachers have distinct teaching styles, which shape the way we deliver a lesson. Our teaching style reflects the way we approach teaching, and our beliefs about it. Therefore, our teaching style is a reflection of our teaching philosophy. There are different teaching styles:

Formal authority: this style is teacher-centered (“the teacher on the stage”). The teacher “provides” the content, and students “receive” it, making students have a more passive role. In addition, these teachers do not care about building rapport with their students nor do they encourage a sense of community in the classroom. This teaching style is representative of the traditional teaching paradigm.

Demonstrator: this style is teacher-centered as well, but there is a focus on modeling or demonstration. That is, the teacher shows the steps or correct way to perform a certain task or solve a problem, and then students perform the task or solve the problem by themselves until they master a new skill – this being an example of scaffolding. For this reason, this teaching style requires more active learners.

Facilitator: this style is student-centered. The teacher focuses on activities, and students must take the initiative and participate actively. This teaching style encourages more independent and reflective students. In addition, it fosters critical thinking and collaborative learning. 

Delegator: this is a student-centered style. This type of teachers place more control and responsibility on students. That is, students are responsible for their own learning. This style also encourages independent learners and collaborative work. As students have the opportunity to create and implement their own learning projects, teachers often have a consultative role. 

I consider myself a facilitator and a delegator. I like my teaching to be student-centered. As a teacher, I believe I must encourage and shape active, independent, and reflective students. I want my student to be responsible for their learning and be critical thinkers.  

    

8. Convergent and Divergent Questions

Questioning skills help students develop critical thinking and regard reasoning as an active process. There are two types of questioning that foster two different types of thinking respectively. 

Converging questioning (also called closed questioning) fosters converging thinking. It involves recalling information, given material or previous experience, thus limiting responses or answers. When answering these questions, students do not necessarily need to analyze or reflect. Converging questions do not require student to state opinions or interpret either. Instead, students make inferences from previous experiences.

Examples of convergent questions:

§“Who are the characters of the book Oliver Twist by Charles Dickens?”

§  “What does DIGPA mean?”

Diverging questioning fosters diverging thinking. Answers to diverging questions are more open, and there is not “one correct answer”. To answer diverging questions, students not only need to recall, but also need to reflect, analyze and solve a problem. Therefore, diverging questions allow deeper thinking and exploration. 

Examples of convergent questions:

§  “What would have happened if Oliver Twist had never left Mr. Sowerberry´s house?”

§  “How has reflective teaching helped you improve your teaching skills?”

7. Classrooom Design: Changes Over The Years

Classroom design impacts the teaching and learning process greatly. The design must provide a sense of “belonging” and “security”. Otherwise, learning is less likely to take place –especially when students do not feel comfortable or secure in their own classroom. The room design has to meet students´ needs; for instance, the classroom should meet the needs of visual, auditory, and kinesthetic learners.

Classroom design has changed over the years. In the past, the design was more restricted and limited. Desks used to be secure to the floor, not allowing group work, or at least making it difficult. In addition, there were not many technological advances, and classrooms could not count with the resources we have now: computers, audio-visual aids, etc. Now, the design is much more flexible, and the main concern is to make students feel comfortable and secure. Each classroom is unique, and represents its community of learners. In both cases, it is important to notice how each design correlates with the teaching methods and classroom environment: a more restricted in the past and a much more flexible one in the present.

In the traditional classroom design, students´ desks are organized in rows. These rows face the teacher´s desk, which is in front of room. This is a teacher-centered classroom, and it corresponds to traditional teaching paradigm. The students are “passive recipients” in which the teacher deposits information. The teacher relies heavily on lectures, and assessment is usually carried out through quizzes and tests. Finally, this design does not foster social interaction or collaborative learning.

In the nontraditional classroom design, students´ desks are arranged in semi-circle or u shape, which fosters peer interaction. This design allows discussions, group work and collaborative efforts. Audio-visual aids, and multimedia also play an important role in this design. This design is learner-centered and it encourages learners to be active. Lessons are varied, that is, the teacher uses different methods, techniques, and strategies. Assessment can be carried out through experiments, collaborative projects, etc. This design allows students to have a sense of ownership as the lessons are not conducted with them, not at them. 

"I belong in this community!"

6. Types of Comprehension

Comprehension involves memory, cognition, and metacognition. Memory is recalling thoughts or feelings we have experienced beforehand and stored in our minds. Cognition refers to the ability of processing, storing, retrieving and retaining of information. Finally, metacognition is a higher thinking process, which includes self-awareness when making a decision or solving a problem. It could also be defined as “thinking about your thinking”. 

Comprehension involves all these three since it requires using our memory, cognition, and metacognition in order to gain an understanding of something. There are three types of comprehension which can be observed or demonstrated through actions or behaviors:

1. Literal comprehension is “fact-based evidence” of comprehension; for instance, “visual learners benefit from using charts, diagrams, and maps, and other visual aids.”   

2. Applied comprehension is “comparison and contrast comprehension”; it is the result of making a connection to our own previous experiences, or read and heard material. For instance, “reading about VAK learning styles, I have come to realize that I am a visual learner rather than an auditory or kinesthetic one.”

3. Implied comprehension is “inferential comprehension”; that is, achieved through inferences from context or material presented in visual, oral or tactile formats. For instance, “reading about VAK learning styles and Neuro-linguistic Programming, I think people are more successful students when they are well-aware of their predominant sensory preference.”

As teachers, we want our students to comprehend and understand, and not to rely on rote memorization or mechanic acquisition of facts that are soon to be forgotten and represent no use. We must aim at comprehension so that meaningful learning can take place.

5. How Can We Give Effective Feedback to Our Students?

Learning cannot take place without effective feedback. Through it, we can shape successful learners. We give feedback to our students so that they are able to reflect on their performance, and consequently improve it. Feedback provides students insight to whether they have reached the objectives we have set for them or not.

Feedback is much more than grading the qualities of a student´s work. Feedback is a form of communication between teachers and students (oral or written), and thus it needs to be done effectively. For instance, when we give feedback to our students, we must offer input on their strengths and weaknesses, focusing both on their successes and areas for improvement. For this reason, we say that feedback has the power to create reflective learners, that is, learners who reflect upon their progress and establish ways to improve.

Feedback should be aimed at recognizing students´ efforts and helping them progress. It should not, in any moment, affect students’ self-esteem negatively. Therefore, our comments should always be phrased positively. This does not mean we are not going to discuss our students´ weaknesses or aspects of the work that were not done right. Instead, it means that we must be careful with our choice of words and body language – especially when we are giving oral feedback. In addition, we should always avoid comparisons with other students.

“The most powerful single moderator that enhances achievement is feedback." 

4. The Purposes of Teachers´ Classroom Questions

Effective questioning is an essential tool for both teachers and students. It supports learning, and constitutes an interactive process from which teachers learn about their students, and students learn about themselves.

Effective questioning helps teachers determine if lesson objectives have been met, and helps teachers determine where students really stand: their strengths, weaknesses, and needs. Teachers evaluate students´ progress, and consequently plan a course of action according to it. Teachers are able to “assess for learning”.

Classroom questions also constitute a challenge for students. Questioning requires students to become active participants of the learning process. Not only do students get to secure their knowledge about the subject, but also they reflect on their own progress. Through questioning, students assess their level of understanding about a topic, and reflect on weaknesses and needs. This will help students establish ways to improve and move forward with their learning.

Teacher´s questions aim at developing different skills or abilities. For instance, they can be aimed at developing students´ comprehension about a topic or issue, or at their ability to analyze, evaluate or make judgments. That means effective questioning develops students´ critical thinking. In addition, it builds students´ confidence about their responses and progress.

Questioning also allows teachers and students to engage in some sort of dialogue, creating a positive learning environment. Students share their insights and points of views to the whole class. There is a chance of discussion and opportunities of feedback among students. 

3. Assessment in Education Must Serve The Purpose of Supporting Learning

Assessment must be aimed at supporting learning. It should allow us to understand our students´ needs and help them progress. However, many teachers tend to rely on summative assessment, that is, they mostly employ written examinations and emphasize the importance of achieving high grades. Relying heavily on this type of assessment can result in “rote learning” as students only care or start focusing on “passing exams”. Formative assessment, on the other hand, offers greater possibilities since it provides teachers a way to improve the teaching-learning process, enforcing meaningful learning.

Students are not numbers but whole persons; teachers cannot measure their success in terms of their students´ grades, nor they can say that grades help us determine whether learning has taken place or not. Teachers cannot avoid asking themselves these fundamental questions like: “Am I shaping independent and reflective learners?” Shaping independent learners, for instance, is a true reflection of effective teaching and meaningful learning. It is worrying to see how many teachers only think in terms of grades, making students feel unmotivated or frustrated with this system. How is this system supposed to help prepare students for life? - which is what education is all about. On the contrary, the necessity of a real “assessment for learning” cannot be overlooked.

Our purpose as teachers must be helping students empower their skills, and develop their potential. In order to achieve this, we need to learn more about our students. Assessment for learning leads to an understanding of each one of our learners´ needs so that we can work according to them. As a result, students become more involved in the learning process; they feel encouraged and committed. Essentially, assessment must help students learn more about themselves and their learning experience. With our guidance, students can learn to recognize their strengths and weaknesses. Moreover, students must learn to determine how to improve and grow, always looking for their progress. 

2. How Can We Encourage Students to Be Independent Learners?

Students must be active participants in the learning process, and become "owners of their learning". Gone are the days when teachers were expected to "deposit knowledge into students´ heads", and students took a more passive role. Teachers, in the 21st century classroom, must avoid "spoon-feeding" students, and instead help them become active, independent learners. Encouraging and challenging students to think and act by themselves shoud be our greatest aim. 

Learning, if meaningful, is supposed to transform students’ lives. A teacher´s responsibility is to shape people who are able to continue empowering their skills throughout their lives. We need to shape critical thinkers and lifelong learners. Learning goes way beyond the classroom, and clearly, we should not only think in terms of grades. Students need to develop the skills to learn by themselves and become more self-directed.

For students, independent learning will involve taking initiative, making their own decisions and solving problems by themselves. It also involves the ability to choose the learning strategies that best suit their needs. Of course, becoming an independent learner does not occur overnight; it is a process. Students need our support and guidance, especially at the early stages. Scaffolding then is necessary until students become more independent.

To encourage independent learning, we can introduce different “independent learning activities” that our student can experiment with and benefit from. Students will have to reflect on their strengths, weaknesses and needs, setting goals for themselves. They must also be willing to ask for feedback as a part of their learning, and ask for help when necessary.

1. Creating a Positive and Challenging Learning Environment by Using Interesting and Innovating Strategies

As teachers, our purpose is to help students empower their skills and develop their potential. We want our students to learn meaningfully, and meaningful learning can only take place in a positive and challenging learning environment. Students need to be engaged and involved in the learning process. For this reason, teachers must constantly find ways to motivate and challenge students. Effective lessons are always enjoyable and purposeful. Here lies the importance of implementing interesting and innovating strategies in the classroom.

The strategies we choose to implement in our classes must be oriented to make our students take an active role rather than a passive one. Classroom discussions, for instance, encourage students to be active participants in the class. There are a variety of “discussion strategies” we can use according to what the lesson objectives are or what topics we are dealing with (talk tokens, extended talk, audience talk, or paired talk). 

Using innovating strategies brings an “element of surprise” into our lessons, preventing our classes from becoming tedious and monotonous. For instance, we can ask students to try unfamiliar note-taking techniques (graphic organizers, or pictorial prompts). Regardless of the area we are working on, it is essential to keep our lessons varied so that students remain engaged. Other area, for instance, could be reading. In this case, we should incorporate different “reading strategies” in the class (keeping a reading agenda, small group reading, silent reading etc).  

Our ultimate purpose, when using new strategies and presenting new challenges to our students, is to make them work outside their “comfort zone” and think outside the box to overcome difficulties they may encounter. Little by little, students improve their critical thinking and create new competences, learning for life.

11. Goals and Most Important Principles of Classroom Management

Classroom management is one of the most challenging aspects of a teacher´s job. Effective teaching requires good classroom management. Teachers need to create the conditions that will help learning take place. For this reason, when building appropriate learning environments for our students, classroom management plays an essential role.

Classroom management includes many different areas such as arranging seating and space; setting up, timing, and monitoring activities; giving clear instructions; and dealing with unexpected problems. There are a variety of classroom management parameters which teachers have to take into account in order to deliver their lesson successfully. Among them, we have error correction, attention, momentum, time, space, routines, and discipline.

It does not matter the parameter or aspect of classroom management we are talking about. All of them require teachers to be aware of what is going with their students and what is going on inside the classroom so that they are able to develop the class effectively. For instance, take attention and momentum. Attention means that teachers need to keep students involved, and focused on learning activities, and Momentum refers to how teachers keep the ongoing flow of events in the classroom. As you can see, classroom management involves teachers´ ability to read classroom events, make decisions, and chose a course of action. 

10. What Are My Motives for Teaching? What Rewards or Incentives Do I Get from Teaching?

When I started learning English, I fell in love with the language immediately. I really enjoyed my English classes. My first English teacher had a lot to do with this. She was a great teacher in all aspects: subject matter, methodology and rapport. She made a big impression on me. I remember thinking once: “I like what she does; I think I could do that”.

Choosing my major, then, was not that hard. I did it not only out of my love for English, but also for my interest in ELT. Over time, my love for my major has grown. It keeps me going, giving the strength to face different challenges. I believe that when you enjoy what you do, you feel motivated to do a good job, and it usually shows through your work. I hope I am able to inspire my students so that they can feel the same love for language learning.

In my journey as a teacher, there are always going to be learning opportunities for me, and I plan to take on each of them. I want to become more skilled and feel more empowered over time. In this life, you never really stop growing and learning. In my case, I want to be a lifelong learner because it will help me become a better teacher and person. For instance, I can never stop working on my teaching skills. This is not only about my personal growth or self-fulfillment, but also about the benefit of my students. In the case of a teacher, it is always this way. If I am a lifelong learner, I will always have something new to offer to my students. If my teaching is effective and meaningful, then my student´s learning will be meaningful as well. 

Teachers mean something for students, and students mean something for teachers. I can never forget that my teaching will affect my students - for better or worse. For this reason, I cannot allow myself to do a mediocre job. It is for my students that I want to be the best version of myself. Without them, I have no job, no purpose. Ultimately, this is the reward I get from teaching: knowing that if I do a great job, I will have helped transform someone´s life.

9. Working with Teenagers: What I Like and What I Do Not Like

There are two words I can use to describe what is like to work with teenagers: challenging, and rewarding. Adolescence is perhaps one of the most difficult stages of life. It is a time of changes and discoveries. Teenagers are no longer children, but they are not adults either. It is essential to understand that the teenage brain is not fully developed. Teens still cannot control their impulses, or make good judgments the way adults do. For these reasons and many others, it is no wonder that working with teenagers is a big challenge.

But, challenges are good, aren´t they? The truth is that working with teens demands so much from us. We must understand what our teenage students need from us. We must guide, nurture and inspire our students. If we are able to do all this, then we will have done our job. We will have helped our students develop their skills and potential. We will have walked by their side in one of the most important times of their lives. What can be more rewarding than that?

 "At the end of the day, teenagers need us to be the best version of ourselves". 

During my teaching practicum, I have come to realize several things that I like about working with teens:

1. When you are in a room full of teens, you feel you are in a room full of life. 

Teens are very energetic. Sometimes, this can feel overwhelming. But, we need to be able to redirect their energy and enthusiasm so that learning takes place. For instance, we can make them use their energy when we develop different classroom activities.

2. Teens are spontaneous and witty. 

It was interesting to hear all the things my teenage students came up with. They are unpredictable as well; you do not know if they are going to be cheerful, or moody. You do not know how they are going to respond to a certain activity or request. This was a bit daunting at times, but it also made my whole experience more interesting. For me, it was engaging to see how my teenage students behaved and interacted with each other.

3. Teens are curious, which is probably what I like the most. 

Teens like to learn and discover new things. To my surprise, a large part of my students were truly interested in English. Many of them liked to participate in class. Even after classes, some students would come to me, and ask me the meaning of some words.

Based on my teaching practicum, I can also name some things that I did not like about working with teens: 

While there were students willing to cooperate, there were also students reluctant to pay attention, listen to instructions, or participate in classroom activities. Some of my teenage students were disrespectful. I noticed some had bad attitudes, and I even heard nasty words. I know that sometimes this is due to teens’ moodiness. But, more often than not, it is the reflection of the bad education system we have in our country. Unfortunately, teachers and school administrators dismiss or do not care about the critical problems their students and schools face.

8. What Can the World Wide Web Offer ESL/EFL Teachers?

Being teachers in the digital age, we have one of the most useful tools at our reach: the World Wide Web. The internet, which is the biggest source of information, has a lot to offer to ESL/EFL teachers. Teachers can take advantage of all the information and resources that are available online in order to better their teaching. 

Through the internet, teachers are able to do some research or look for certain materials, which is necessary when preparing a lesson plan. Teachers can find a variety of instructional and authentic materials to be used in class. For instance, teachers can look for worksheets or articles. Nowadays, there are many websites that are specially designed for this purpose. Besides, teachers can find new ideas for activities. For example, there are hundreds of warm-ups or role-play situations online.

The internet also allows teachers to integrate technology into the classroom. Teachers can use videos, podcasts, and interactive power points in their classes. Each of these technologies offers different benefits to students.

The internet offers many learning opportunities for teachers. Let´s remember that teachers must be life-long learners. Teachers should take advantage of the different resources for their professional development. Through videos, podcasts, or online courses, teachers can continue improving their English. They can also keep updated with teaching methodology, or they can specialize in a particular area of their interest.

Finally, the internet is a powerful communication which allows teachers to interact with other teachers and students. Teachers can share experiences and find support with their fellow teachers. Let´s remember that social networks can create a sense of community and allow collaborative learning as well.

It is now very common to see teachers interact with students through social networks, where teachers can share videos, podcasts, articles, etc. As you can see, not only do social networks allow communication between teachers and students outside the school, but also they allow opportunities for learning.

7. How Can the Standard-Features Word-Processing Programs Be Exploited for Teaching Writing Skills?

Word-processing programs (Microsoft Word; Pages, etc) allow students to type in, edit, format, save, and print text. Word-processing programs include certain features that facilitate writing and revising. The process of revising and editing becomes easier and faster. This may appeal to students and engage them in the writing process. Students may feel more motivated when writing in word-processing programs rather than in the traditional way. In the 21^st century classroom, it is very common to see teachers and students using this technology.

Because word-processing programs can be exploited for teaching writing skills, they are a great tool for EFL/ESL students. Teachers can assign writing tasks or exercises that students have to carry out in word-processing programs. For instance, teachers may ask students to write a paragraph. The teacher must give specific instructions, such as “you have to use the future continuous tense” or “you have to include vocabulary studied in class”. Teachers may also ask students to write a summary of a reading, or to write an essay in which students have to reflect on a certain topic or state their take on a real life issue. Paragraphs, summaries, essays, reports, short stories, and anecdotes: these are only some examples of writing tasks that teachers can assign to students.

Through these different activities, students improve their writing skills. The more students practice their writing, the better they get at sentence structure, grammar, spelling, punctuation, vocabulary, and level of paragraph organization. In addition, through writing, you use and develop your high order thinking skills.

Many students say they do not like to write; they see it as a “tedious process”. Teachers face the challenge of coming up with creative ways to foster writing habits. Here, teachers can certainly take advantage of technology. One advantage of using word-processing programs is that students like the features and practicality of them. The easy text modification and formatting options, for instance, make students feel that the writing process is more dynamic and even more exciting. Another advantage is that students can easily display and share their work online in order to receive teacher and peer feedback. This is something students may enjoy.

This blog itself is an example of how using word-processing programs is helpful in working on writing skills. I use a word-processing program to write my blog entry. While writing my blog entry, I reflect on a certain topic about teaching and learning. In addition, I work on my grammar, sentence structure, spelling, and level of paragraph organization. I focus both in “substance” and “form”. The fact of using a word-processing program to write my entry allows me to format and edit my text without complications. All the features that the program offers and the possibilities these features bring make the writing process even more engaging for me. Then, I copy and paste my writing in the blog, where I share my work so that everyone else can read it. I can also receive feedback, which allows me to see my mistakes and check the areas that need improvement. At the end, I have the satisfaction of having produced a piece of writing.