Video Timeline
00:00 Introduction
00:43 Overloading your lesson
01:40 Ignoring your learners’ needs
02:35 Managing activities
03:23 A final piece of advice
Video Transcript
Hey there! If you’re gearing up for CELTA- or maybe already knee-deep in it- you’ve probably realised that lesson planning can go from “I’ve got this!” to “What have I done?” in about 3 seconds.
I’m Jo Gakonga from ELT-Training.Com. I’m a CELTA trainer and assessor and in this video we’re diving into three of the most common lesson planning mistakes that CELTA trainees make... and, more importantly, how you can avoid them.
Overloading the Lesson
Here’s the first trap: Trying to cram too much into one 45-minute lesson.
It’s totally understandable. You want to prove yourself, you want to impress your tutor, you want to teach All the Things.
But here’s the problem. If you try to cover too much, you’ll end up rushing, cutting corners and your learners will feel like they’ve just been hit by a language freight train.
Instead, choose one clear main aim and one clear sub aim. Make them manageable and pace your lesson so learners actually have time to absorb and (most importantly) practise what you’re teaching.
Less is more. Your learners (and your sanity) will thank you.
Ignoring Student Needs
Next up: Planning for the imaginary ‘ideal’ student, not the real ones sitting in front of you.
It’s easy to forget that teaching is not about delivering your beautifully colour-coded lesson plan. It’s about meeting your learners where they are.
Use the opportunity you have when you’re observing your peers to notice the learners in the class. What do they already know? What do they need? What kind of task do they respond well to? What makes them freeze up? Then use this information when you’re writing your next plan.
Your CELTA tutors are looking for signs that you’ve thought this through. Planning with your learners in mind? That’s key.
Making the Most of Activities
Finally, let’s talk activities. Not all tasks are created equal and they shouldn’t all have equal weighting in your plan.
The best activities are level-appropriate, purposeful and give learners a chance to actually use the language, not just circle answers in silence. Controlled practice can be a useful way to make sure they understand the language. But prioritise more authentic tasks in your plan and give yourself time to listen carefully to the language they’re producing and to help them improve it.
On that subject, remember that repetition is not a crime! In fact, it’s really helpful so build in time for this in your plan. Language is a practical skill and learners need lots of practice. Having the opportunity to do the same task again means they have more brain space to focus on the language and improving their accuracy as well as fluency.
So there you go. Three common CELTA planning pitfalls to avoid. Keep them in mind when you’re writing your next plan and I hope they help you walk into your next TP feeling confident, competent and calm.
Let me know in the comments if this was helpful or your top tips for planning. I’d love to hear from you.
