The Ministry of Higher and secondary education of the Republic of Uzbekistan Shakhrisabz pedagogical institute

Chapter two

2.1.Lesson plan

1. Student engagement: Keeping students engaged and interested in the lesson can be a challenge, particularly if the material is complex or not immediately relevant to their lives.

2. Learning barriers: Some students may have learning barriers that make it difficult for them to understand and retain information. This could be due to a learning disability, language barriers, or other factors.

3. Classroom management: Maintaining a positive and productive learning environment can be challenging, particularly if there are disruptive students or other distractions.

4. Time constraints: Teachers often have limited time to cover a large amount of material, so it can be difficult to strike a balance between depth and breadth of coverage.

5. Assessment: Assessing student understanding and progress can be challenging, particularly if the material is complex or if students have different learning styles.

Overall, effective teaching requires careful planning, flexibility, and the ability to adapt to the needs and abilities of individual students.

Sure, here's a sample lesson plan on anticipating problems:

Title: Anticipating Problems in the Workplace

Grade Level: Adult learners

Objectives:
- Understand the importance of anticipating problems in the workplace
- Identify potential problems that may arise in the workplace
- Develop strategies for addressing and preventing workplace problems

Materials:

- Whiteboard and markers
- Handouts with case studies
- Pen and paper for note-taking

Procedure:

1. Introduction (10 minutes)
- Begin by asking participants to share a time when they encountered a problem in the workplace that could have been prevented if it had been anticipated.
- Discuss the importance of anticipating problems in the workplace and how it can help prevent conflicts and improve productivity.

2. Brainstorming (20 minutes)

- Ask participants to brainstorm potential problems that can arise in the workplace, such as miscommunication, lack of cooperation, and power struggles.
- Write down their responses on the whiteboard.

3. Case Studies (30 minutes)

- Distribute handouts with case studies that illustrate workplace problems.
- Ask participants to read the case studies and identify the problems that occurred.
- Discuss as a group how each problem could have been anticipated and prevented.

4. Strategies (30 minutes)

- Discuss strategies for addressing and preventing workplace problems, such as setting clear expectations, encouraging open communication, and seeking outside help when needed.
- Ask participants to work in pairs or small groups to come up with their own strategies for addressing workplace problems.
- Have groups share their ideas with the larger group.

5. Conclusion (10 minutes)

- Summarize the key points discussed in the lesson.
- Encourage participants to apply the strategies learned in the lesson to their own workplace situations.

Assessment:

- Ask participants to write a short reflection on what they learned in the lesson and how they plan to apply it to their own workplace situate

The Wonderful Classroom

With adult facilitation, students create a word-map of what they would see, hear, do, and feel more of and less of in a wonderful classroom. The map is posted in the classroom, and is revised over time to keep it fresh and applicable. The things that would happen more often in their wonderful classroom are called PAX (Peace, Productivity, Health and Happiness). The things that would happen less often are called spleems. Children quickly become able to discriminate automatically between PAX behaviors and spleems, an ability that is vital for learning sustainable self-regulation.
In a PAX classroom, teachers and other adults learn to set students up for success in creating PAX, and not to foster spleems either intentionally or unintentionally. Adults learn to note spleems unemotionally--not to nag, scold, or lecture about spleems--in order to prevent negative, attention-seeking behavior.
The Good Behavior Game
The PAX Good Behavior Game might occur during math or reading, during transitions, or in the cafeteria — any activity likely to challenge the students’ ability to stay focused and positive. Teachers ask students to predict what the PAX and spleems might be for the upcoming activity. The class is divided into three to five teams, and for the duration of the game, the teacher announces and records each team’s spleems on a chart (without mentioning any individual student’s name). The teacher also points out PAX behaviors. At the end of the game time, every team that has three or fewer spleems is rewarded with a “prize” activity such as a minute of dancing around or a 10-second giggle fest.
PAX Games are brief at first — a minute or two — then increase in length as students consistently “win” 12 out of 15 games each week (equivalent to 85% of the time). Eventually, first graders will be able to play the Good Behavior Game for 30 to 45 minutes, greatly increasing their fully engaged learning time. Older children can learn to play for even longer. The active, fun, intrinsic reward activities teach children two related skills: how to self-regulate under conditions of excitement and how to self-regulate when one doesn’t “win” or achieve a desired goal immediately. These are lifetime skills, involving different neural circuits than paying attention to learning.
Other PAX Elements
Both during the Good Behavior Game and outside of game time, a PAX classroom teacher uses many evidence-based behavioral kernels. These are simple practices that reduce transition time and support students in behaving appropriately and positively.
As both classroom adults and students become adept at PAX, students develop an extraordinary ability to turn on their attention voluntarily, to go up and down in excitement with grace; to handle distractions and disappointments well; to cooperate for common goals with other people of differing abilities and skills; and to notice and savor the daily joys of the environment they have created.

IV.Conclusion

when a crisis arises take action to prevent a learner who is behaving contentiously from gaining an audience, stay calm, be respectful, speak with the learner privately, project confidence that the learner will cooperate, avoid assigning blame, avoid threats, and adopt a problem-solving demeanor.

Remove yourself and others from any potential for danger and call for security assistance early on if there is a risk of harm.
Analyzing disruptive behavior. Look for multiple causes to disruptive behavior and consider using these guidelines simultaneously or consecutively based on the situation. The adult educator needs to exercise judgment in discerning the nature of a particular disruptive behavior and in choosing the interventions that will be helpful to resolve the situation. Training and preparation for teachers. Follow the policies of the employing school or agency on ethical and legal matters such as reporting threatening behavior to security personnel, learner safety, and learner confidentiality. Request support from school or agency administrators through review of policies and use of mentors and emergency response teams. Request agency training on prevention and management of disruptive behavior as well as support for conducting peer training. Adult educators are encouraged to anticipate the kinds of disruptive behaviors that they might face and to prepare strategies for responding to them. One should be prepared to address different situations depending on the present need, for example, asking a learner to pay attention by having a private word or by speaking to a group of inattentive learners publicly. Consider the need to decide about asking the aggressor or the victim to leave the room in a case where two learners are in serious conflict.

Finally, it seems evident that adult educators have a responsibility to adult learners, to themselves, and to their field, to develop skills to deal with disruptive behavior. This will ensure a safe and stimulating learning environment for everyone and one that will provide disruptive learners the opportunity to become productive learners. The adult educator should look on instances of disruptive behavior as opportunities to teach and model behavior that is consistent with effective learning. Disruptive behavior is often a continuation of lifelong patterns that do not change quickly.

V.GLOSSARY

Implement-make action or make changes that you have officially decided shouid happen
Intervention –the act of becoming involved in an argument, fight,or other difficulte situation in order to change what happens
Mishup-a small accident or mistake that not have very serious results
Reluctant –slow and unwilling
Disrespect- lack of respect for someone or something

VI.BIBLIOGRAPHY

1.