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This unit helps highlight the various aspects of lesson planning and classroom management that should or shouldn't be done with the help of both the ESA demonstration videos. The first demonstration video has more things that we should not do as teachers in a classroom and with lesson planning whereas the second demonstration video has more aspects that we should do and follow as a teacher. The approach in the second demonstration video was more welcoming and had a positive approach towards the students whereas the approach in the first demonstration video was not as warm and welcoming for the students to want to participate and did not help resolve the student's confusion.
In the first demonstration video, the teacher is seen doing several things that are not ideal for the creating a conducive and encouraging classroom environment for the students to learn and participate. Examples of these things are pointing his finger at students, referring to the lesson plan in his hands several times, showing biasedness towards certain students during the activate phase activity, starting off the lesson and carrying on with the lesson even though the students have yet to understand the learning point of the lesson, using negative feedback such as no, you are wrong and you lose.
In the second demonstration video, the teacher is seen doing several things that help create a safe classroom environment for the students to learn and explore the new language they have learnt. Examples of these are starting off with an introduction of himself and learning the names of the students as an icebreaker and going on to use the names of the students at the end of the end of a question and in a random order. Also, the effective use of elicitation from the students throughout most of the lesson to increase student talk time and reduce teacher talk time except for when needed and necessary. In the second demonstration video, the teacher went through the first question on the worksheet with the class and elicited a correct answer and then passed out the worksheet and got the students to work in pairs or groups of three so that they get to discuss the worksheet and this, in turn, increases student talk time. Furthermore, in the second demonstration video, the teacher encourages all students to try and is not biased towards any particular student and at the end of the activity got the students to give feedback on the activity they had just completed.
Overall with a well thought out lesson plan and keeping in mind all the knowledge we've learnt over the past few units while referring to the lesson plan once in a while during the lesson we can ensure a smooth flow during the lesson and that the students get that best of the lesson.
