Preparation and Use of Lesson Plans in Classroom Instruction: Dilemmas and Coping Strategies

Abstract

Effective planning and efficient implementation are key to improving classroom instruction. Guided by the problem-solving theory, this study sought to identify the dilemmasteachers faces in preparing and using lesson plans in their classroom instruction, and strategies to cope with the dilemmas. The study used descriptive qualitative research design. Data on the dilemmaswas collected from 21 teachers randomly selected from three schools in Kiambu county in Kenya, using document analysis, questionnaires, and Focused Group Discussion, while strategies were generated from review of available literature. The data was organized into thymes, presented in frequency tables and then analyzed using modes and percentages. The study found that a high proportion of teachers do not prepare or use lesson plans in their classroom instruction. The dilemmasidentified includes too much work in the planning, spending class time on general talking, students wanting to learn too much or showing no interest, demands to cover syllabuses before time, planning too little or too much for a lesson among others. The study suggests limiting time spent on warmup activity in class, anticipating students' questions and interest, building flexibility into lesson plans and have some extra material and activities as some of the coping strategies. The findings are to informs student teachers, their supervisors and practicing teachers on the dilemmasin preparing and using lesson plans in classroom instructions and the strategies in coping with the dilemmas.