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1. Even if it is not what I would like to admitt, I think Deniz plans lessons most like me. I always worry working with the different skills (which sometimes is impossible and would not need to be such a big deal if in one lesson you just concentrate in one!). In the same sense, I also like keeping a certain fixed order in the development of the lesson, even if I vary the activities a lot, but it is true that I always start by checking the homework, introducing the unit with some vocabulary activities... It may be sometimes boring (when you feel that, you may "surprise" the students by changing your style completely in a lesson, to disconcert them), but it makes things easier: they know what's coming and for students who are not very good at english and may not understand me, this makes them feel more secure, because they know what is next.
2. For me, the order of the qualities would be the following:
-logic
-variety
-relevance
-flow
-balance
-cohesion

"Logic" because I think the learning will be easier and more natural if one thing comes naturally after another one.
"Variety" in the sense that this quality is essential in any field of our lives: nobody likes repeating and repeating the same things. It helps the students motivation and degree of attention.

3. When I plan a lesson, I usually plan "a week", which includes 3 lessons. I do not like planning too much because then you always have a lesson less because the students are on a trip, or you can face a group of students after an exam, which will mean they won't be paying a lot of attention... and this way it is easy to re-design the lessons ahead.
I do not start with the aims, but I tend to keep them in mind, as I can sometimes be very scatter-minded!

4. My advice for the new teacher? "Do not worry, the same happens to me! and moreover, the more you plan, the less the plan seems to work!"

Marta

too lengthy and repetitive. I think it’s important for students to have a grasp of all aspects of English. Like Paolo’s students, mine also have been either at work or at school beforehand, so ending with fun activities or games are always welcome, if not an incentive. Also, like Deniz, I think the flow of a lesson is crucial, and as a result my classes usually follow a similar pattern.

A lesson must always be relevant for students. If not, then the students won’t be motivated to learn. Similarly, a confused student won’t feel as confident or eager to learn, so a lesson must have a sensible flow, clearly preparing students for whatever task they are being asked to do. As mentioned above, variety is important in order to maintain students’ attention, and this involves preserving a balance between reading, writing, listening and speaking activities.

When planning a lesson, I always focus on the aims, laid out by the syllabus and the course book. If the course book provides sufficient material and includes activities that ‘fit’ into a flowing lesson, or couple of lessons (bearing in mind that students have two lessons a week) then the lessons would be planed around this. However I am always prepared to divert from the lesson plan if doing this were to provide more clarity or prove more beneficial for the students. I am also aware of and influenced by the general mood and moral of the class.

In advising a new teacher that says,

"I spend hours and hours planning a scheme of work: I seem to go round and round, not getting anywhere"

I would suggest starting with identifying the course aims by checking the syllabus. A textbook if perfect for providing structure, even as a model or example of how to link, for example, grammar points and vocabulary. For classes without a textbook, the students’ motivation for learning needs to be realised, and targeted. The lesson should have relevance and teach different grammar points and vocabulary while at the same time providing a variety of reading, writing, listening and speaking activities, depending on students’ reasons for learning.

Your first sentence was chopped off Jonthan - this is the missing bit:

My planning style is most like Paolo’s in that I like to have varied lessons so that tasks don’t become too lengthy and repetitive.

Jonathan Moody wrote:
My planning style is most like Paolo’s in that I like to have varied lessons so that tasks don’t become too lengthy and repetitive.
*I agree: variety is essential to keep people interested. Not being too predictable, changing established routines occasionally, having an enormous repertoire of practice techniques all help to keep students engaged.*
I think it’s important for students to have a
grasp of all aspects of English. Like Paolo’s students, mine also have been
either at work or at school beforehand, so ending with fun activities or
games are always welcome, if not an incentive. Also, like Deniz, I think
the flow of a lesson is crucial, and as a result my classes usually follow
a similar pattern.
*And what is that pattern? Would be interesting to hear!*

> A lesson must always be relevant for students. If not, then the students
> won’t be motivated to learn. Similarly, a confused student won’t feel as
> confident or eager to learn, so a lesson must have a sensible flow,
*For example making your lessons cohesive by establishing a clear lesson topic and linking everything to that topic.*

> clearly preparing students for whatever task they are being asked to do. As
> mentioned above, variety is important in order to maintain students’
> attention, and this involves preserving a balance between reading, writing,
> listening and speaking activities.

*OK, but variety also means variety of activity types - there are many ways you can organise a listening activity or oral practice.*
>
> When planning a lesson, I always focus on the aims, laid out by the
> syllabus and the course book. If the course book provides sufficient
> material and includes activities that ‘fit’ into a flowing lesson, or
> couple of lessons (bearing in mind that students have two lessons a week)
> then the lessons would be planed around this. However I am always prepared
> to divert from the lesson plan if doing this were to provide more clarity
> or prove more beneficial for the students. I am also aware of and
> influenced by the general mood and moral of the class.

*Absolutely, it would be counterproductive to plough on with a lesson plan if something comes up that the group is really interested in. Although you need to be careful. If you abandon the lesson plan every time someone wnats to talk about yesterday's football match or the latest movie, this can convey a feeling of lack of direction. The ideal is to design lessons that have the flexibility to accommodate students' enthusiasms or moods, without going completely off the track.*
>
> In advising a new teacher that says,
>
> "I spend hours and hours planning a scheme of work: I seem to go
> round and round, not getting anywhere"
>
> I would suggest starting with identifying the course aims by checking the
> syllabus. A textbook if perfect for providing structure, even as a model or
> example of how to link, for example, grammar points and vocabulary. For
> classes without a textbook, the students’ motivation for learning needs to
> be realised, and targeted. The lesson should have relevance and teach
> different grammar points and vocabulary while at the same time providing a
> variety of reading, writing, listening and speaking activities, depending
> on students’ reasons for learning.


Great, thanks for your comments Joanthan!