A The Planning Paradox
* Yet by encouraging teachers to plan lessons ‘with essentially linear aims’, we might be producing teachers who are unaware of the complex patterns that are woven in the interaction between students and the language to which they are exposed, and which they produce. This is the paradox. * New teachers, need maps (plan) to help them through the landscape. And students, too, like to know what is stored for them.
A1) The Planning Continuum
* Most teachers do think/plan about what they are going to teach before they go into the lesson. * Jungle Path mirrors the Dogme Proposal. * Jungle Pat is not being lazy or artless, however it demands high skill and ability to react appropriately minute by minute. * Jungle Pat’s succession will suggest to the students a degree of carelessness or even negligence on the part of the unprepared teacher. * Tending to produce elaborate plans of the kind, gives the teachers confidence that they have done their best to plan for any eventuality. * A detailed plan gives the observer clear evidence of the thinking that has gone into the making of the lesson. * The Coursebook can be allowed to do planning for teachers. * The Notes may be elaborated. * The Vague Corridor Plans can be used by teachers who have the idea in their head. * Formal Plan and Notes are written, the remains are unwritten. So, the advantage of Formal Plan and Notes is “record keeping”. * At first we should have overriding principle and then have ‘A door into and a door out of the lesson’. * The overriding principle = we should have an idea of what we hope our students will achieve in the class, and that this should guide our decisions about how to bring it out. * ‘A door into and a door out of the lesson’ = Where written plans act as a useful record of what we hoped to achieve, and where we amend these records to say what actually