Education questionRunning head: LESSON IMPLEMENTATION
Lesson Implementation
Lesson Implementation
Evidence That the Teacher Had Created a Plan for the Lesson
Teaching is a delicate endeavor and therefore, the teacher has to prepare well so that he
delivers the best to the students. The students in this scenario were in middle school and their
ages varied from eleven to thirteen years. The content area of teaching was the English
Language, and the students were from different races (University of Phoenix Material). During
the interview, it was evident that the teacher had planned well for the lesson because he had all
the requirements of the topic he had identified. Also, he had all the questions that the students
needed to answer, and the right answers without hesitating or referring to books often. Also, he
had an evaluation test to see whether the students had learned everything.
The teacher communicates the objectives and expectations of the lesson to the students
by creating a written dialogue with them and assuring them that they will succeed. These
strategies help the students to work hard all the time because they have the motivation.
Additionally, the teacher gains the students attention by involving them in the learning process.
During the lesson, students have to answer questions about the topic and therefore, they have the
encouragement to learn (University of Phoenix Material). Moreover, the students work
individually and later in groups. The teacher gives them time to solve problems alone, and in
other lessons, they answer the difficult ones together before presenting them for marking.
These activities address different learning styles. One gets a chance to attempt
assignments on their own and if they cannot make it, they get an opportunity to discuss in
groups. Also, those who learn slowly get the chance to understand everything in class. Also, the
teacher uses technology tools and resources to support his instructions (University of Phoenix
Material). Since he has the classroom computer, he generates images of different things from the
web. The strategy helps students to understand what they are learning in a better way.
Moreover, there was an evidence of classroom management strategies in the way the
teacher was dominating over the students. However, he was also exhibiting appropriate cooperation levels for the students. The teacher also had knowledge of high-need students, and he
ensured that they were at par with the others by giving them additional time to emphasize on
what they had not understood well. Also, the student’s response to the lesson was positive. After
learning, they could answer a different question with ease (Altrichter et al., 2013). Additionally,
few problems like some students dominating over the others in answering questions arose. To
keep it in control, the teacher would ask the learners to respond in turns. Additionally, he asked
the same level of questions to all students without making them simpler or harder for some
While assessing the students, the teacher uses journals whereby the students periodically
record the thoughts and feelings about their progress (Altrichter et al., 2013). They also indicate
areas which are challenging them in the classroom so that the teacher can help them out. Another
aspect that shows that students are learning the concepts of the lesson is the way they ask
questions. During the lesson, they show interest and ask the teacher various issues from time to
Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2013). Teachers investigate their work: An
introduction to action research across the professions. Routledge.
University of Phoenix Material: Questions for Teacher Observation on Lesson Implementation
Questions for Teacher Interview on Lesson Planning
MTE/518 Version 3
University of Phoenix Material
Questions for Teacher Interview on Lesson Planning
Interview a teacher about lesson plan development. Use the following questions as a guide:
1. What format do you use for writing lesson plans?
2. How do you decide what you will teach?
3. What do you need to know about your students’ learning styles before designing a lesson plan?
4. How do you begin to plan a lesson? Where do you start? What are the steps?
5. How do you motivate students to become engaged?
6. How do you decide which activities to do during the lesson?
7. How do you plan the pacing of the lesson and know how long it will take?
8. How do you know if your students learned what you wanted them to learn?
9. How do you reflect about the lesson afterwards?
10. How would your reflection assist you in your future planning?
Copyright © 2016 by University of Phoenix. All rights reserved.
I am waiting on my interview answers. I did include the Questions for Teacher
Observation on Lesson Implementation. Please let me know if there is anything else that
you will need.
Resource: University of Phoenix Material: Questions for Teacher Interview on Lesson
Planning, University of Phoenix Material: Questions for Teacher Observation on Lesson
Arrange to interview a teacher with respect to lesson plan development and to observe
the implementation of a lesson in a classroom setting.
Use the University of Phoenix Material: Questions for Teacher Interview on Lesson
Planning as a guide during your interview.
Use the University of Phoenix Material: Questions for Teacher Observation on Lesson
Implementation on the student website as a guide.
Write a 350- to 700-word summary of the interview and observation, including the
questions asked, the teacher’s responses, and your personal impressions.
Use the lesson you developed for this course and teach it to students in a gradeappropriate classroom, if permitted at your field experience placement site or sites.
Reflect on your experience as part of the My Time Log Field Experience Record,
including revisions that you make to the lesson based on the experience.
Read the Accessing and Completing My Time Log instructions located in the Teacher
Education Handbook on the College of Education Resources page for instructions about
submitting your Time Log and Field Experience Evaluations.
University of Phoenix Material
Questions for Teacher Observation on Lesson Implementation
Observe a teacher implementing a lesson. Write a reflection paper about your observations.
Describe the setting, the age or grade levels, the general makeup of the students, and the
content area being taught.
Use the following questions as a guide and include a summary of your impressions:
1. What evidence do you see that indicates the teacher had created a plan for this lesson?
2. Does the teacher communicate the objectives and expectations of the lesson to the
students? If so, how?
3. How does the teacher gain the students’ attention for the lesson?
4. Are students working individually, in pairs, or in groups? Describe their activities.
5. Do the activities address different learning styles and the diverse needs of all students? If so,
6. Did the teacher use any technology tools or resources to support the instruction? If so, how?
7. What evidence of classroom management strategies do you see?
8. How did the students respond to the lesson?
9. How did the teacher address any problems that arose during the lesson?
10. Has the teacher included an assessment activity? If so, describe it.
11. What other evidence do you note that indicates students are learning the concepts of the
Promoting Student Learning
Shontrice Blanche, Tanya Brown-Miller,
Tammy Frawley, and Tabitha Perryman
Milagros Marchese
July 18, 2016

Classroom Management

Creating a safe, healthy and inclusive
Enhance students social skills by positive and
strong interaction classmates relationship.
Understanding different culture background,
beliefs in the classroom
Motivate students to achieve their learning
Promote team working and social interactions
Encourage lesson participation
Maintain best routines practices.
Praise and reward students upon achievements
Maintain fair and consistent discipline
Setting up clear and understandable rules
Classroom Management is not

* Just tell or advise what to ease teacher
* Unengaging
* Do not cover curriculum aspects and
prepare a lesson in a way that it is easy
only t teach.
* Develop a negative relationship
between the teacher and a students).
* Classroom favoritism
* Inconsistent discipline
* Unplanned or unprepared lessons
* Overlooking of problems
How does Class Management Affect Learning?
“The Critical Role of Classroom Management” article illustrates a study
finding of how learning is greatly affected by classroom management. The
problem ay lie in the lack of training that teachers have undertaken. As we
can see that some ay excel well in the class and gain charisma right away
with their students.
Family, School, and Community Relationships
• Improved behavior
• Great Social Skills
• Higher self-esteem
• Grades and test scores are
Family, Schools, and Community Relationships
• The following resources are
• http://www.familyfriendly
Student Diversity
Two Best Practices for Student Diversity
• Teacher Behavior
• Instructional Strategies
Student Diversity
• Classroom Diversity
• Student Differences
• Differentiated instruction
Response to Intervention
Two Best Practices for Response to Intervention
• Differentiated
• Data Driven
Benefits of Response to Intervention Programs
• The interventions used
during RTI programs can
help schools and teachers
decide which types of
services to include in an
Individualized Education
Program (IEP).
• There are several ways
parents can participate in
RTI programs.
• Classroom Management
• Family, School, and
Community Relationships
• Student Diversity
• Response to Intervention
Lemov, Doug. (2010). Teach Like a Champion. San Francisco, CA: Jossey-Bass.
Linsin, Michael. Why Routines Make Classroom Management Easier; Plus One Great Idea. Retrieved from: 2009/11/07/why-routines-make-classroom-management-easier-plusone-great-idea/
Marzano, R.J., Marzano, J.S., and Pickering, D.J. Classroom Management That Works. Retrieved from
Morin, A. (2016). Understanding Response to Intervention. Retrieved from
Why Family and Community Involvement Is Important . (2012). Retrieved from

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