Classroom Scheduling Guidelines for Teachers
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ScribdTranslationsClassroom Scheduling Guidelines for Teachers
Translated by
ScribdTranslationsCLASSROOM SCHEDULING - FOR WHAT?
GUIDELINES
DIDACTICS FOR PLANNING THE INTERVENTION
TEACHER IN THE CLASSROOM
The teaching intervention in the classroom requires necessary elements for its management in
educational practice. Therefore, it requires a process of foresight and reflection on the
practice in order to promote the conditions for students to learn. The design
Teaching planning requires diligent monitoring of development and its assessment.
as processes of construction and reconstruction progressively.
The programming of activities involves designing a series of activities in a context and
time limited to teach content in order to meet certain objectives. The
planning requires the specification of content, use of techniques, strategies and
methodologies, as well as the necessary elements for the evaluation of processes
learning.
Why plan?
It is intended to carry out a didactic intervention in such a way that it is flexible and adapts to
the characteristics and needs of the students.
Planning aims to eliminate improvisation and chance, avoiding programs
incomplete, reduce the dependence on external designs. It requires conducting an analysis.
reflexive of what, how, when, and why. This analysis derives from the conception that
the teacher has the processes of teaching and learning of their students. In this case the
the way I manipulated the teaching object and transferred it to the learning subject
(student) and the links that the teacher uses. For this process, it is required that the
teacher recognizes attitudes, skills, and weaknesses they have in the school practice and the
the way they come together to solve situations that arise in the classroom.
To achieve this objective, it is necessary that in the design of the planning, it ...
consider aspects such as flexibility, meaning it can adapt to the times and
unexpected events that arise in the class, coherence referring to the implementation, the
goal pursued and its usefulness, based on reality, collaborative work in the workplace
shared and the variety presented.
What strategies to follow?
This is how the use of strategies to plan the programming unit is based on the
students' needs, requires promoting the participation of learners, clarify
concepts for the modification and preparation of those assimilated contents
erroneously and to do and why, as well as the preparation and structuring of the
same starting from objectives, contents, methodological aspects contained in the tasks
and processes of teaching-learning evaluation. It is necessary to start from the
children's prior knowledge in order to rescue the notions they have regarding
a body of knowledge and from this structure a new one through the search
of a meaningful relationship for the child and at the same time relevant, starting from the approach
of problems and their resolution together with the student.
The evaluation as such requires an assessment of the students' learning and of the
teacher performance in teaching, in this case serves as an indicator of adequacy and
the coherence of the designed activities, whether they were focused or planned according to the
interests, needs, and characteristics of the students, if the sequence and structure was the
suitable and if appropriate use was given to the materials and resources available, thus
as if the set learning objectives were achieved.
The intervention in the classroom.
For such work, the organization of essential elements is indispensable in the
development of an effective lesson plan that meets the teacher's expectations and supports them
as a tool for tracking activities that allow you to comply with a
common goal with all the other teachers is that their students learn. Therefore,
it is essential: The organization of the contents establishing hierarchy and
complexity. Establishment of meaningful relationships of new knowledge and their
structuring.
The activity plan should be seen as a guide for action, not as an imposition.
The social organization in the classroom and the communication between teacher-student and student-student
student. Socialization is a tool through which students interact and
they share ideas that allow for the structuring of meaningful knowledge. Distribution of
space and time responding to criteria of flexibility and coherence of planning and its
functionality. Good use of curricular materials and teaching resources focused on the
needs of the students making reflective use of them. Therefore the
planeación de actividades funge como una herramienta útil en la intervención docente en el
class, because it allows establishing an organized work plan on those
activities that must be implemented in the classroom, which require adjusting to a
determined time and space, to be functional, to fulfill a goal, and that for the
it allows to establish evaluation criteria to determine whether it was successful or failed in its
implementation.
Its use and design depend on the characteristics, needs, and interests of the students and of
the way the teacher uses it and the objectives they pursue.
BIBLIOGRAPHY
Carvajal, F. et al., (1997), "Classroom programming for what? Didactic guidelines for
la planificación de la intervención docente en el aula", en Aula de innovación educativa,
año VI, núm. 57, febrero, Barcelona, pp. 65-72.