Benchmark- instruction unit plan

Reflection on the Lesson Plan
Name
Tutor
Course
Date
Reflection on the Lesson Plan
Education is one of the top vital factors that enable a country to develop. In addition, the education should be provided to students in an efficient manner to exploit the full potential of all people involved. The teachers have to come up with elaborate plans to enable them to achieve their objectives. To fulfill this requirement, a COE lesson plan should be created considering all the prerequisites in the education sector. In the preparation of my five lessons, several steps were followed in order to come up with the best plan to achieve my goals.
In the plan, it was essential to lay out the objectives that I intended to achieve at the end of each class. The objectives must be clear in order to enable the teacher and students understand the reason why the lesson is taught (Baecher, Farnsworth & Ediger, 2014). The teacher has to be clear on what he expects the students to learn at the end of the session. Secondly, the necessary materials to use during the lesson must be identified and acquired. Most lessons require materials such as books, pens, Videos, cameras, and computers. For instance, a photography lesson would not be taught satisfactorily if the students failed to use a camera. In addition, the plan should include the exact time through which the activity takes place. In some classes that have various activities performed, time allocation for each activity is necessary.
Teaching requires the students to undergo an assessment in order to ascertain whether they understand the concept being taught.

Through this process, the teacher identifies the students who fail to understand the teachings, which makes it possible to identify the weak area in the teaching methods used (Freeman et al 2014). In the class, I chose to provide my students with a continuous assessment test to gauge the individual understanding of all students. Additionally, I created some group questions to enable the students to interact with each other. In addition, group works provide an opportunity for the bright students to help those who are slow learners. In any event that more than half of the learners failed to score at least half of the mark, I created a plan to re-teach them on the same issue on a day acceptable to all.
Classes are made up of people from various backgrounds. In this case, background covers issues such as gender, ethnic, cultural, and learning diversity. This means that the teacher must be careful with how the classes are conducted. Some students may feel superior or inferior to the others do to any of the mentioned factors. For instance, when teaching issues that tend to favor one gender over the other, the teacher must learn on how to balance the needs of both genders. The act of balancing will bring on board the gender that feels sidelined due to the subject being discussed. Moreover, personality difference may affect the performance of teachers if they lose focus of what they are expected to do. For instance, some teachers may be racists due to their background or the environment they work in. As a result, such teachers may fail to understand the importance of treating all people equally regardless of their skin color. Educating such teachers on the importance of embracing diversity among the people should be a priority in a school. This can be done through seminars and disciplinary action on those found culpable.
Ethics and morals in the class are also essential. Ethics enable the teachers and students interact professionally, which promotes the learning process (Hudon et al 2014). Teachers who fail to embrace the diversity amongst the students and colleagues they interact with lacks morals. This behavior prevents such teachers from performing their duties diligently due to the tense moods in the class.
References
Baecher, L., Farnsworth, T., & Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118-136.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415
Hudon, A., Laliberté, M., Hunt, M., Sonier, V., Williams-Jones, B., Mazer, B.,& Ehrmann Feldman, D. (2014). What place for ethics? An overview of ethics teaching in occupational therapy and physiotherapy programs in Canada. Disability and rehabilitation, 36(9), 775-780.