SCHEME OF WORK, DIARY & LESSON PLAN/NOTES

SCHEME OF WORK, DIARY & LESSON PLAN/NOTES

PROLOGUE

This document/article titled, Staff Time Book, School Timetable, Class Attendance Register & Class Management is a paper presentation by Mrs. Charity Abuadiye from Yandutse College on the 5th November, 2016 at Sensitization/Teacherpreneurship Seminar for teachers at Federal College of Agricultural Produce Technology organized by LeadinGuides Educational Technology (http://www.LeadinGuides.Com) in partnership with Learnfast Academy.

Scheme of Work, Diary, lesson plan/note preparation

It is a general conception that teachers are meant to teach and to teach alone. As students, we are quick to pass judgment on a particular lesson, class or lecture –“that class was interesting, boring e.t.c.”, “I like or hate that topic” we will say. We didn’t actually border whether the teacher does anything behind the hood or whether s/he is guided by set policies. Consequently, for those of us that didn’t go to teachers college or received any teachers training, the subject of Scheme of Work, Diary and Lesson plan preparation is a new study for us.

For those of us that are as thus said, some have learnt the act of Scheme of Work, Diary and Lesson Plan Preparation by observation and practice while some still struggle to master it.

For the two set however, the intrigues of using these records is still unveiled to us. Hence, the need for our first topic of discussion: Scheme of Work, Diary, and lesson plan/note preparation. Experience, it is said to be the best teacher. The facilitator of this discussion will be sharing what experience has taught him with respect to the topic of discussion.

 

 

The Author

Mr. Samuel is a veteran teacher. He has long years of teaching and administrative experience. He has authored many books. At the time of seminar, Mr. Sam is an administrator at Sankoree International School, Kano.

The Seminar

The program is aimed at enhancing or improving the overall work performance of teachers by acquainting them with professional standards. That is, teaching them how to do the right things (effectiveness) in the right way (efficiency).

 

It is a known fact that there are four common reasons why people do not perform the way they should:

  • They do not know what they are supposed to do;
  • They do not know how to do it;
  • They do not know why they should; and
  • There are obstacles beyond their control

John Maxwell identified the first three reasons to be associated with starting a job correctly while the fourth is associated with problems at work, at home, and in life in general. Consequently, the seminar is directed at equipping the trainees with the What, How and Why of teaching and tips on how to handle emotional problems at the place of work (their schools).

TRAINING OUTLINE

The training has four training modules. Each module is meant to address a particular issue.

  • Standard practices in teaching – this module focuses on some primary tasks of a teacher in relation to general teaching methods and statutory records kept by teachers. The module include: Lesson Plan Preparation, Classroom Management, and the use of Scheme of Work, Report of Work (Diary) and Attendance Register.
  • Teachers and ICT – this module acquaints teachers with available technological teaching aids (educational technologies), the method and the skills required of a teacher to effectively utilize these technologies. Participants will be offered discount in Computer Training Institutes across the state.
  • Teacher Entrepreneurship – this module empowers teachers with entrepreneurial methods which may be adopted to enhance their work performance. Teachers’ entrepreneurship (teacherpreneurship) is of great benefit to the teacher, the school and the pupils/students.
  • Developing Self confidence and Teachers Emotional Composure – invariably, one of the hardly-to-get quality among beginning teachers is self confidence and necessary ‘teachers’ emotional composure. Nonetheless, teachers ought to possess and be capable  of  meeting the  emotional,  physical, intellectual and social needs of the student/pupils

 

 

 

Mr. Samuel was invited to speak on what and how of part one of module one which include Class management, Scheme of Work, Diary, lesson plan/note preparation. Mrs. Charity Abuadiye of Yandutse College presented the part one of the module one which comprises Scheme of Work, Diary and Lesson Plan preparation. Click here to view the part one.

The seminar was primarily for (beginning) teachers who have not undergone a professional teachers’ training. They include secondary school leavers and graduates in fields other than education who has just been employed as a teacher in a school, seeking employment as a teacher or have interest in teaching. However, experienced teachers, school administrators and school proprietors were at the seminar. Consequently, the paper only served to spur and as reference for discussion. Similarly, the items of the title are not discussed in-depth in this paper. It is however adequate to serve its primary objective – to inform new teachers of their existence and encourage the use. The How-To was the center of discussion during the seminar.

 

 

 

INTRODUCTION

The process/training to become a teacher is a great task and essential. No education system is complete until and unless the teachers in the system are adequate in numbers, qualification and moral standard. An educationist far rant once said, “A teacher cannot enlighten his pupils if he himself is ignorant”. He can lift them no higher than himself. It is important therefore that good deal of emphasis be given during training to make the pupils,  well-informed teachers after colleges and throughout his/her career. He/she should always be learning and improving him/herself.

Now teaching according to one of the many definitions is “imparting knowledge” or “training in a skill” or “giving instruction”. It is also an intentional or planned activity designed to induce learning. The question then is who a teacher? The primary function of a teacher is the transfer o knowledge to learner. However, how he/she does it is a matter of importance to educationist.

 

The topic of today’s seminar is basically on 3 major themes:

  1. Scheme of work
  2. Diary
  3. Lesson plan/notes

SCHEME OF WORK

Well we cannot talk about scheme of work without mentioning the syllabus because the scheme of work is drawn from the syllabus. They are preparation for effective classroom teaching which involves effective and sound preparation or proper planning of whatever the teacher plans to teach. Syllabus is an outline for summary of a course of study i.e. topics to be taught in s specific class in a particular subject.

The scheme of work is drawn from the syllabus. It contains the arrangement of all the topics to be taught in sequence i.e. the breaking down of syllabus. They are usually broken or planned on termly bases which are further broken down to weekly coverage. It is arranged in such sequence that the topics are pre-requisite knowledge for the next one to it. However, some schools do not follow it. Therefore scheme of work is simply drawn up in subject to be taught, topic/sun-topics for each term.

LESSON PLAN/NOTE PREPARATION

Unit Plan/Lesson Plan/Notes – the difference between lesson plan and lesson note is: lesson plan is a sketch while lesson note is more detailed. The unit plan involves each broad topic in the scheme of work. The unit plan is further broken down in smaller (teachable) unit.

Components of lesson plan

  • Basic or General Information – g. Subject, Number of pupils/students, age, and topic.
  • Aims and Objectives – which could be either :
    • Instructional – this are not measurable but attainable
    • Behavioral – objectives that are measurable, attainable and specific.
  • Entry Behavior – knowledge that is based on something taught in previous lesson or an experience the pupils had heard either in other subject or at home.
  • Instructional Aid/Teaching Aids – to enhance learning, notebook and textbook could be and other teaching aids that will be used should be listed. These could be:
    • Visual aids – materials that can be seen e.g. chart, pictures, e.t.c.
    • Oral aids – they only hear e.g. audio
    • Audio visual – video, TV
    • Real – excursion or model of object e.g. aeroplane
  • Procedure/Presentation – the way we introduce the lesson e.g.
    • Introduction – asking questions

Note – samples of these questions must be part of the lesson plan/note

  • Questions must be based on the present or previous lesson
  • By a story i.e. an incidence that had occur to draw their attention
  • Presentation – always done step-by-step. This is to share/give the minute (time) allocation. And also to differentiate between teacher activity and pupil activity
  • Evaluation – To ascertain whether the lesson had been successful or not. Reference must be made to your objective or must tally with the objectives; it could be oral or written questions.
  • Conclusion/Summary – going over the lesson again in order to summarize what the teacher has taught his pupils which are usually the key points of the lesson. This ensures that pupils do not forget what they had been taught.

Note:

  • Some examples of verbs in stating the objectives include: identify, read, write, describe, draw, list, label, shade, differentiate, to point and colour, to arrange, explain, join, fill, count/calculate, compare, build, fix, e.t.c.
  • Verbs that cannot be used are to know, observe, appreciate, admire, appease, acknowledge, understand, like, imagine, predict, assimilate, encourage, decide, reason, fell, to believe, to adopt, to infer, e.t.c.

DIARY

Dairy is a part of record keeping in schools by subject teacher or class teacher. It is a record book which must always be kept up-to-date for each arm of the class. The diary contain such items as shown below

 

The scheme of work is drawn up subjects to be taught, topics/sub-topics for each term. Weekly records of work come up at the end of each week. This helps any new teacher to know how much of the scheme of work had been covered. More so, it helps the new teacher to determine where to start even sets tests/examinations.

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