When one plans his lesson plan, time allocation for the each step of the lesson is very crucial. It is a rare moment if you are able to carry out the steps of a lesson according to the time allocated 100%. There are so many unforeseen factors that can steal away the time even though you try to foresee it. Class control, class cleanliness, spot check by prefects, students coming to see the class students and others that will grab your precious 5 minutes of every step. What do you do? Repeat the mantra ‘things take longer than you expect’ while you try to salvage what ever minutes left to carry out the lesson.
Another common scenario is you think that your explanation is simple enough for the students to grasp but unfortunately the understanding is not reflected in performance – class work and exam. My quest to instill modal auxillaries awareness in 5 Mulia started when they were in Form 4. They just love to write ‘also can’ or ‘can eats, can buying, can bought’ and other similar mistakes in their writing. I’ve been explaining the mistakes religiously, slowly and have come up with various drilling practices but there are still mistakes as I am marking their SPM trial essay paper. Would a technology-infused lesson solve this problem? With behaviourism as its foundation, would this mantra ‘things take longer than you expect’ finally stop? This is my focus for my research paper.
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