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L E S S O N P L A NS
(Advice for you to consider !!)

Every teacher who takes a class has to ask themselves exactly what they are trying to do or achieve. One definition of the process of teaching/learning is that a change of direction, attitude or a development must take place. If at the end of the teaching period, there is no stimulation or no change in the students development or attitude has occurred, you should question what you, as a teacher, are trying to do. There has to be a purpose in taking a class.

" If you've got a plan you can always change it " ~ John M. Butler

When you take a class, whether it is your regular class or you are a student teacher doing a teaching practice or a final assessment, you need a plan. In commerce or industry it would be called a process or flow chart.

OBSERVATION AS A SKILL
When you go to any class, training event or a seminar as a student, (and at times we are all students), observe how the tutor operates and divides up the time. How does she/he work ?. What was the plan ?. What was the format ?. How are the instructions phrased?. Were the instructions clear?. Voice projection?. When you plan out your class on paper, there are several different approaches that you might try. Some are better than others !.

THE PLAN
I have never seen from any authority on teaching, a definitive statement on an exact definitive layout for a teaching plan, but all the statements that I've come across give a basic minimum of:‑
	(a) The theme or object/aim of the lesson. (b) Time or duration of lesson. (c) An introduction. (d) A main section, which may be sub‑divided or broken down into smaller sections. (e) A conclusion or summary or a bringing together.
The book "Adult Learning , Adult Teaching" by Daines and Graham, advises using the format "that the individual tutor finds most useful". I have seen a number of approaches used and it might be worthwhile taking your own sequence and developing an approach that relates to you while at the same time allows a development of ideas. For the actual layout of your lesson plan consider the following examples:
The Laundry List Approach.
This would list the programme as a simple list of sequences/postures or periods of learning. It unfortunately says very little in the way of purpose, it lacks dimension, what each part is doing, etc. Sadly it is a common approach but I don't think really fulfils the requirement. It seems to ignore direction, although that may be indicated by the sequence and doesn't give any indication of interaction.
A Pie Chart.
In a way this can be similar to the above but introduces a spatial approach giving a shape and structure to the lesson with the segments of the "pie" show the individual periods and should include the approximate times for each part. It can give similar problems as the laundry list if it is too simple and to use this method properly we need a concentric approach, ie, several inner circles. The one at the centre can show the time and as you move out other you can show the postures, the interaction, assessment, teaching aids, etc. A friend uses a modification ~ a "star pie" chart, which is another option.
Herringbone ‑(Ishikawa Diagram)
If you don't know approach imagine a herringbone !!. It is a method that shows a developing sequence and shows the purpose as the starting point(tail) and the "spine" is the development to the "head". The latter is the objectives and assessment. What you are planning appears down the "bones". You can make use of both sides of the spine and show the sequence of postures, teaching aids, variations, etc. It has an advantage that it can show priorities, etc.
A Mind Map.
This is a very individualistic approach but once you have used this approach for planning, (or making notes/recording), it helps develop a visual and spatial approach to the whole process of teaching and planning. [Remember: the Lesson Plan is for your bebefit and not for your DCT/Observer, etc ]Because it usually involves colour and pictures, you can high‑light certain points and the advent of felt‑tip and fluorescent pens has brought a new dimension to the approach. For a description of mind maps see the books by Tony Buzan..."Use Your Head", "The Mind Map Book", or "The Brain Book" by Peter Russel.
The Overview Approach.
The approach here is give an overall view on what you are trying to achieve or the "theme", ideally in terms of Aims and Objectives (which would also be part of your scheme of work). It can also show what the students and the teacher and students are doing at any one point in the programme and would list any teaching methods or aids that might be used. If I had to put forward a starting point for a lesson plan for someone starting out in teaching, I personally would advise people to try this approach first. Examples is attached.
In the professional part of the Written Projects and also when you are doing a Teaching Practice or a Final Assessment, you must produce a lesson plan. You are trying to demonstrate that your aim is to become a qualified professional teacher. Your lesson plan should look as if you have given it some thought, ie, it shouldn't be on the back of an envelope and look as if it was done as an after‑thought or on the way to the class.

It is very important to realise that a lesson plan is a statement of intent and not a contract. Time or circumstances may force you to vary from the plan but try to stick to it. But remember it is not written in tablets of stone. Don't be over ambitious.

An Adjunct for Assessment/Follow up
If you can produce a series of lesson plans and totally stick to the letter and details of each one you are a genius. The majority of teachers find that plans need to be modified, questions need to be answered and things need to be reinforced. What might be useful is to have a card divided in quarters with the out‑line plan as an aide mémoire in the first quarter, the second quarter has room for notes, third quarter ‑ buzz words, highlights for talk, announcements, parish notices, and the last quarter for omissions and tickle notes(future areas of reinforcement).
~ (Note: Some examples of the main lesson plan ideas & layouts are enclosed.)
	" Learning is finding out what you already know. Doing is demonstrating you know it. Teaching is reminding others that they know just as well as you.You are all learners, doers & teachers". from Illusions, or the Messiah's Handbook by Richard Bach.

This handout is based on the teaching and planning methods used by John Butler. Pauline Murdoch, Marion O'Connor, Jill Mason, Ken Thompson, John Cain and the people who have shared, taught and influenced them.

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	WEEK..................			TERM...................

	AIM:‑
	OBJECTIVES:	By the end of the session the student should be able to:


	Time	Lesson Content	Activity Teacher Student		Teaching Aid







	Week .....................................................			Follow up sheet Y / N

	Assessment Analysis



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WEEK. 5	TERM 2nd term

	AIM:‑	To Improve Balance ‑ mentally and physically
	OBJECTIVES:‑	By the end of the session the student should be able to:
		Understand the importance of visual/spatial concentration to improve physical balance.
		Understand the importance of the good, easy breath control in Balance and Relaxation.
		Experience the need for symmetry/good posture and appreciate the improvements that can be obtained by letting go rather than effort.
		Experience a further variety of postures and modifications


	Time	Lesson Content	Activity Teacher Student		Teaching Aid
	7.30	Music /Relaxation	Talking Relaxing/Savasana		Cassette Player Voice
	7.35	A developing sequence of stretches and warm-ups to prepare the students for posture work.	Talk Thro' Listening/Letting go		Voice
	7.40	Seated Postures: Hip Loosening Sukhasana, Brahmasana. Modifications of Virasana	Talk Thro' Listening/ Practice Demo. Observing Correcting Posture		Blocks Folded Mats White Board
	8.00	Relaxation	Correcting Posture Observing Savasana		[Music ?] Mats
	8.05	Discussion on the problems of balance and the points to watch
	8.15	Standing Postures Tadasana. Vrkasana with modifications for the less able. Natarajasana	Practice Demo. Observing Practice Correcting Posture		Chairs Walls
	8.30	Relaxation	Talk Thro' Listening		Music Mats
	8.35	Postures. Simple Twist ~ variation on Ardhamatsyendrasana. Halasana, Sarvangasana	Practice Demo. Observing Practice Correcting Posture		Mats Blocks Chairs
	9.00	Pranayama : Simple Alt. Nostril Breathing. Ujjayi	Demo. Listening Talk Thro' Observing Observing Practice		Folded Mats Blocks Zafu Cushion / Gaitan Stool
	9.15	Final Relaxation	Talk Thro' Savasana Listening		Blanket Low Light
	Slowly bringing people out of relaxation, followed by soft music

	Week ....................................................			Follow up sheet Y / N



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TEN WEEK COURSE PLAN
Before rushing into print on producing a lesson plan or starting your written work project on planning a ten week programme, read the one page document on what the assessor will be looking for.

For the written work project you will need to set the scene w.r.t. time, place, etc.
	1. Student level: Your assumptions on the students, their abilities, experience, etc.
	2. Numbers and Type: Maximum / Minimum (limitations)
	3. Course parameters and venue: LEA / Private ‑ Duration.
	4. Setting and Environment: Gym/Classroom/Church Hall/Dance studio/Heating/Lighting, etc
	5. What's Where ?
		Hall Location/ Parking
		Toilets / Changing Facilities
		Fire Drill / Fire Exit ~ (Can I use a fire extinguisher ?).
		Emergency Numbers / Nearest Phone.
	6. Pre-Handout:
		What the students need: ~ to know ~ to wear ~ to bring.
	7. Course Aims:
	To provide the students with and introduction to Yoga including basic asanas, breathing, relaxation, and philosophy. Demonstrate an holistic approach to personal well being to enable students to achieve a better quality of life ‑ attitude and health. To achieve a positive approach to Yoga for different ages, backgrounds and abilities.
	8. Objectives:
	Eight core areas.
		Yoga
		Movement and exercise
		Warming up
		Asanas and modification
		Pranayama
		Lifestyle/nutrition/
		Relaxation
		Home practice/book list