O que você faz se seu plano de aula cair por terra?

A atuação profissional deve ser pautada no conhecimento e preparo do professor. Caso ocorresse esse tipo de situação, o ideal seria não desesperar e focar no conteúdo a ser ensinado. Uma boa saída é trazer o conhecimento do aluno sobre o tema. Pode-se utilizar, por exemplo, uma experiência e vivência do aluno por meio de perguntas norteadoras, uma roda de conversa. O foco deve ser a participação do aluno, tentar extrair o máximo do conhecimento dele em relação ao tema desejado. Quando os alunos se percebem como protagonistas, o engajamento deles é maior.

When a lesson doesn't engage, quickly identify the issue—pace, relevance, or connection to students' interests. Reflect on the learning outcomes and evaluate if each activity directly contributes to these goals. Consider removing unnecessary parts for a minimalist, purpose-driven approach. Shifting focus to student-centered learning, where their voices guide the process, can significantly enhance engagement. Real-time adjustments, focusing on the essentials and empowering students, not only salvage a faltering lesson but also transform it into an impactful learning experience. This responsive approach ensures education is relevant, dynamic, and effective, keeping students actively involved and invested in their learning journey.

It's common when dealing with people that, plans might fail through. When working with kids, sometimes our classes are not what they need on that day or moment. Sometimes might be the approach. I'm a firmer believer that the learning process is different for everyone. We might access their emotions, their busy bodies and minds or, just let our sillies out. As grownups, me have to come up with solutions that include them and help them think and reorganize themselves. Maybe a thinking game, a song, a jumping jacks series or a heartfull conversation.

If my lesson plans fall flat, I usually can tell that early on based on students facial expressions or engagement level. I stop and readjust, because apparently the plan I created isn't working. I am always ready to adjust on the fly. I remember a student- teacher telling me, "I was watching and following your lesson and when you switched up flawlessly without getting flustered, my mouth dropped." I told her it came with practice and I just naturally am able to be flexible and change up in the middle of a lesson if it is not going well, you don't keep going, you make a change. I will tell students to turn and talk about a topic or give them a quick task, while I think, sketch out and readjust in real time.

If your planned lesson falls apart, this may be the best opportunity to have another great experiential lesson that is also student-centered. Think about engaging students with big ideas about their experiences of what they have been learning; how can they see what they have learned as applicable to the real world? What skills should they develop? It can even be a consolidation lesson. You can ask them, for instance, to select artifacts that summarize what they have or want to learn with justification.  If you focus on the learning outcomes of your course or unit, a failed lesson plan is a welcomed reminder that learning is dynamic and educators need to be flexible and take advantage of the learning moments. 

We use a prescribed curriculum at our school and so many times the content itself is not the issue, but rather the instructional approach. Our teachers spend a lot of time pre-planning to change tactics based on the climate and culture of their classroom, as well as, other variables. For example, if your class has natural leadership skills you might stay away from group roles that might limit them; however, if you are trying to increase leadership then roles might really help. Or... would a movement break support their energy level based on the time of day of your class? If so, plan a gallery walk, four corners, or other instructional activity that gets them moving. *Shout out to @ElEducation and @GreatMinds (Eureka Squared)!

It’s important to know what “falls flat” actually means. New teachers may believe the absence of “fun” is a failed lesson. They may attempt to do all the fun things like playing Kahoot all the time just to appease students. They may believe students are learning. On the backend, students may only be interested in playing the game. Are they really learning? It could be a failed lesson. How can teachers ensure more students can connect with the material in a way that suits them? Always include differentiation in each lesson. This is especially necessary for exceptional learners.

Yes ,best way is to ensure the students are asked how much they enjoyed & understood what one has taught them .Ask for an honest feedback & try to work upon it. I normally ask my students to grade my teaching between 1 to 10 so I get a fair idea whether I am doing things the right or wrong way .

Having experience with special education mixed with gen. Ed I have learned to have alternative activities planned that relate to the lesson. Being flexible and willing to pivot to capture the kids attention and engage them in the lesson is an essential part of teaching.Seeing them actually get what it is you are teaching is so amazing.

Short answer - ask the students! When we have a plan, and it falls flat, taking some time to share with students what we were hoping from the plan, and asking for feedback to better hit the target not only gives us valuable insight as we design new learning experiences but also creates shared ownership with students in creating those experiences. That in and of itself can boost engagement and build trust.