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Teacher Interview Analysis

The teacher interviews discussed the importance of lesson planning and some key components of effective plans. The teacher plans each lesson daily and considers the aim, activities, timeline, and resources needed. While plans are important, teachers also need flexibility to adapt to changing circumstances or unforeseen events. Lesson plans provide structure but do not need to anticipate every scenario. The interviewed teacher emphasized being prepared to modify plans and focusing lessons on engaging students through varied activities and making the student the center of the learning process.

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581 views2 pages

Teacher Interview Analysis

The teacher interviews discussed the importance of lesson planning and some key components of effective plans. The teacher plans each lesson daily and considers the aim, activities, timeline, and resources needed. While plans are important, teachers also need flexibility to adapt to changing circumstances or unforeseen events. Lesson plans provide structure but do not need to anticipate every scenario. The interviewed teacher emphasized being prepared to modify plans and focusing lessons on engaging students through varied activities and making the student the center of the learning process.

Uploaded by

lili
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teacher interview analysis

Our first with Mrs. Kate was about lesson planning. She thinks that it is important to plan the lesson.
However a teacher may not have detailed planned lesson but must have a framework of it. As we know
lesson plans range from the very formal and elaborate to a few hurried notes. But even the notes are
still a plan of some kind.
She plans every lesson on a daily basis. Mrs. Kate even showed us a notebook especially intended for the
lesson plans. Plan helps to remind teachers what they intended to do- especially if they get distracted or
momentarily forget what they had proposed.
During the planning process there are some essential components she takes into consideration. She told
that the aim of the lesson must be brief and measurable, formulated with general terminology. If a
teacher doesn’t know the activities and time that they require, resources that are needed, the lesson
won’t be efficient and fruitful. Sometimes she has to take corrections in the plan and use modified
version.
She couldn’t remember a moment when a lesson plan didn’t work the way it was intended. Good
teachers need to be flexible enough to cope with unforeseen events, and it is because they know that
they may have to adapt to changing circumstances that they understand that a lesson plan is not fixed in
stone.
As we know lesson plans will have positive impact on both the teacher and the learner. Teachers don’t
have to think on their feet, they are clear on the procedure to follow, it’s time consuming and keep you
thinking about the lesson stages. Mrs. Kate told us the same. She thinks that lesson plans help teacher
with the time management.
An interesting interview came out that the teacher thinks that the student should be oriented on a
single activity. She thinks that his students do not have the difficulties to perform. The teacher told us
that the students lazy writing assignment but not find it difficult to fulfill. The teacher told us that the
students liked the online assignments and they are happy to do so, so the teacher said that they often
use these tasks and activities. They have a weekly class with computers where pupils do computer tasks
and the teacher then evaluates the performance. After learning and interviewing the lesson it is clear
that the teacher really intends to take on activities and use different games to make the students more
interested. The task process is focused on the students, the pupil is in the center of the teaching process
and not the teacher. This is very good and interesting.
As we know from our course to be effective, the lesson plan does not have to be an exhaustive
document that describes each and every possible classroom scenario. Nor does it have to anticipate
each and every student’s response or question. Instead, it should provide you with a general outline of
your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you
want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as
planned, but one in which both students and instructor learn from each other.
All in all, we can presume that the teacher was aware of some modern methods and approaches. She
always has the lesson plan either formal or hurried notes and plans the whole procedure according to
the aim she intends to achieve at the end of the lesson. She is be prepared to adjust things according to
what comes up, or even abandons the plan completely. Mrs. Kate advised the same to us, to be flexible
and careful while planning the lesson.
By following interview we got the notion what kind of lessons does she has, is it learner centered or
teacher centered. We heard that learners never operate equipment, chooses the vocabulary, check the
work, write the comprehension question, give instruction or give dictation. In this activities teacher acts
the main role.
From our course we know that the good teachers adapt their actions to what is going on in the class,
their behavior changes many times during a lesson. Now they are organizing the class telling everyone
what to do and the next minute become passive as if not aware of what is going on in the class, at some
points not the slightest error escapes their notice and then they accept answers in barely intelligible
English. As teachers we have to perform many different tasks or functions in the class. This is exactly
what we call teacher roles. Mrs. Kate was more of a teacher-organizer. This role implies setting up and
running various activities. It is teachers’ duty to prepare the grounds for the activity i.e. somehow mark
the move from one activity to the other and try to evoke the students’ interest. Next they have to
provide clear instructions and make sure that the students understand them. This step involves grouping
the students according to the demands of the task (in pairs, small groups, etc. ) and explaining what they
should be doing at each stage of the activity. This is essential for the activity to run successfully. Finally
they decide when and how to stop the activity and organize some form of feedback.

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