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New Teachers – Should You Overplan Your Lessons?

The question is out there: how many of you new teachers (1-5 years of teaching experience) actually overplan your lessons? As a new teacher 12 years ago, I planned my lessons constantly to make sure ALL students were engaged even if it meant restructuring the lesson.

In general, overplanning is a good habit to develop especially when they are used as backup plans to support parts or even a whole lesson.

However, the problem with over-planning becomes even more complicated and complicated during those unexpected moments. How do you know exactly which activity to use? And for how long? How many activities? This is where the experience and knowledge of students and their abilities can play a strong role in deciding which activities are appropriate to use. Sometimes you might surprise yourself with your own little spontaneity and discover that you know more than you really gave yourself credit for.

Overplanning is part of the “hit and miss” of the new teacher. When facing difficult classes, I constantly overplanned because eventually I wanted to start “hitting” the right level, motivation and interest of my students. When I missed it, I started pushing the panic zone which leads to more overplanning and general overload.

But just for the sake of argument, let’s take the following classroom situation:

Let’s say you’ve planned a twenty-minute independent reading session for your high school students, but for some inexplicable reason, they’re not focused. You later learn (indirectly) that they lack some of the most important reading skills to tackle the story you’ve ordered them to read. More specifically, there are too many unknown words and the story topic is rather sophisticated for their middle school years. So what?

So before you start deleting those backup plans, make sure you have the following in order:

1. Make sure you plan strong transitions. Look at transitions as the “glue” that holds the pre-middle-post parts together. Weak transitions are a sure sign that you may lose a few students along the way. You also want to make sure that the transition actually serves its purpose and helps connect the introduction to the main part of a lesson. Transitions do not need to be an additional activity; just say a few phrases like “cues” to let the students know what’s in store for them.

A new teacher could say to his class after predicting some of the contents of the story and pre-teaching new vocabulary: “okay, then let’s confirm some of your predictions and see how many new vocabulary words are in the context.”

2. Do not extend too much of your originally planned activities beyond the original set time. This is where experience will make you a pro and you will eventually be able to distinguish between trial time and real error or “money”. How much time do students really need to do the task effectively?

In making sure you have enough time for each part, vary the time sequences. Most of your lesson should be no more than 25 minutes while planning activities for only 5 minutes or so. Plan several lessons on the same topic, if necessary, so that you are not pressed for time.

3. Carefully note where students begin to lose focus and become off-task. Ask a colleague or mentor teacher to give you solid, honest feedback aimed at improving your teaching. Here is a checklist of general troubleshooting areas.

4. Do you plan your lessons to include some differentiated instruction? For each level and ability, make sure you have at least 1 activity that you can pull out of a hat as needed. Write down that activity and make a note of its success. Save the experience for a later date.

If you need a workshop on Succeeding with Mixed Ability Classes, click here to find out more registration details and how you can take control in the classroom. Spaces fill up quickly.

Consider the fact that perhaps students do not have focus, which is another classroom problem altogether and requires a different set of actions.

So the question again, is: how many of you new teachers (1-5 years of teaching experience) overplan your lessons? In what classroom situation do they help? Why do it? Are there any other tips you can give to new teachers?

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