Lesson Planning and Proactive Classroom Management Strategies for Teaching English at Tertiary Level in Pakistan

Abstract

There is scarcity of research on classroom management and lesson planning at tertiary level, so the current research investigates these dimensions at tertiary level in Pakistan’s context. This research article is an investigative attempt of understanding lesson planning and proactive classroom management strategies for teaching English at tertiary level in Pakistan. In this regard, the current research analyses primary data collected from the research participants. Moreover, this research paper is qualitative, because it answers open-ended questions using cross-sectional survey as a data collection tool. The investigator has made use of purposive sampling for selecting research participants from different sections of Pakistan’s tertiary level education institutions. The researcher has also employed thematic analysis method to study the collected data. The study reveals that many teachers set objectives, such presentation stage, production stage, and practice stage while planning their lessons. Similarly, the teachers at tertiary level employ behaviour and discussion-based strategies to bring forth proactive classroom management. These findings contribute to the understanding of educationists and bring about further research work at tertiary level from different dimensions. Overall, this research contributes to the pool of knowledge as a qualitative attempt of studying pedagogical management and planning at tertiary level.

Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries

“…This decision may assist them in developing effective CM strategies to shun disruptive classroom behaviour. This finding corroborates the evidence earlier presented by two studies that teachers who planned their lessons agreed to also plan for classroom management (Ali, 2021;Nkwabi, 2020). Regarding ID, our results clarify that teachers who are good at LP are more likely to deliver lessons effectively than those who are not.…”

“…Furthermore, it has been proven that effective teachers decide how to teach and manage classrooms during lesson planning (Anderson et al, 1980;Black et al, 2019). Furthermore, it has been stated that teachers may include proactive, evidence-based classroom management practises into their lesson plans to increase student success, including those with impairments, and minimise behaviour issues (Ali, 2021;Nagro et al, 2019). For these reasons, LP was hypothesised to directly predict teachers' ID, LE, CM, and ULD.…”

Modern Pedagogical Practices in Elt Classroom in Pakistan’s Sindh Province

“…The participants' responses demonstrated how they used modern methods and techniques of teaching. Earlier researchers (Ali, 2021a;Khan, 2011) discussed how different techniques can be used to enhance and improve the process of second language learning, but our research discusses how different teachers used many techniques and teaching methods in some colleges in Sindh. Our research adds to the understanding of the phenomenon that teaching practices and pedagogies when used appropriately, though without combining such techniques can also enhance learning language.…”

Digitalizing the Language Input in Larkana, Sindh: Focus on Teaching Reading Skills

“…Research studies related to acquiring L2 reading skills are now discussed. Researchers in Sindh's context have focused on proactive strategies and translanguaging, which boost up L2 skills; however, none of the studies (see Ali, 2021a;Ali, 2021b) used the digitized i+1 concept to explore how it encourages the acquisition of L2 (English) reading skills in Sindh.…”