To begin with lesson pacing can be described as a given rate or speed at which a teacher tends to present a task to pupils in a class.
Normally this is done through a given curriculum (Alan & Margaret, 1989). First and foremost the most important aspect of lesson pacing is to improve student attention which has the main aim of improving students’ response to opportunities they are exposed to. In addition it has the main aim of decreasing any disruptive behavior which some students may have especially when a teacher is tutoring .This may cause a lot of disturbance to other students causing them not to concentrate during those particular lessons. When lesson pacing is done students’ get time to refresh their minds a situation which increases their concentration since lesson pacing tend to give them time to relax.
(Alan & Margaret, 1989). Lesson pacing therefore helps student’s to manage their emotions effectively. This has the aim of improving student’s attitude and behavior especially when it comes to controlling exam pressure which in normal circumstances stresses students. When lesson pacing is done students’ are capable of developing test taking skills which actually in the end helps them to overcome anxiety and discouragements. These test taking skills developed during lesson pacing helps to improve students’ listening capacity. Another important aspect of lesson pacing is to reduce the level of student anxiety which can lead to mental problems in the brain that can greatly impair student ability to perform as well as comprehend the lessons taught in class (Alan & Margaret, 1989).
Lesson pacing therefore ensures that the required content that a teacher teaches in class is covered at the required pace according to students’ ability to capture and grasp the material or information taught. Lastly lesson pacing helps students’ to maximize time effectively which helps them to fully concentrate on their studies hence avoiding circumstances that can cause time tyranny. Lesson pacing therefore can lead to development of more strong and effective communication skills which can be used to improve strong comprehensive memory which actually helps students’ to reduce feelings of frustration that may have an effect of disrupting students’ ability to learn and concentrate well (Hickman, 2005). From time immemorial, English as a language has been a major subject of concern in the current academic knowledge.
A class which has got English language learners implies that its lesson pacing tends to be different from a class which has no such students. Since classes with English language learners will require use of extra curriculum and detailed instructions which needs self effiency, esteem and reliance. Such situations tend to make such a class more hard for some teachers to handle hence it requires that lesson pacing should be done at a slower rate compared to that without English language learners. In addition a class which has English language learners poses a high social barrier to the student’s concentration in class. Hence teachers here are advised to do their lesson pacing at a slower pace to give enough time to students to understand the ideas that are being taught in class.
Therefore a class which has English language learners the teacher is supposed to plan and address each concept at a time unlike that class which has no English learners as they are capable of learning faster and this can therefore lead to students being able to learn faster hence reducing student frustration (Hickman, 2005). Furthermore it needs a lot incorporating of multiple activities which calls for extra planning if quicker response is needed. Lesson pacing therefore is meant to increase students cognitive functioning which actually leads to student memory comprehension recall as well as ability to solve problems. According to Dr. Rollin McCraty anxiety is seen as a behavior in students which reduces their physical performance and their ability to think correctly (Savage, 2009). Due to everyday demands classroom teaching has lead to an increase in complexity of given demands which arise due to changes in curriculum.
This calls for accountability which in the end increases a given level of student diversity and academic level. Since this requires high level standard framework it clearly implies that teachers should be in a position to use high grade level curriculum standards which can be used as a tool of influencing student performance. The diversity of these English language learners has high implications that address the oral fluency, literacy skills as well as their cognitive growth. This type of class may be complex since students of such an English class need to attain high grade level in English which implies that they must master communicative skills that is normally hard for most students (Alan & Margaret, 1989).
Alan H, & Margaret L, 1989, Research into practice, Teaching Strategies, University of California. Longmans. Hickman H, 2005, Literacy projects for students centered classrooms tips and lessons: New York: The Guilford Press Savage T, 2009, Lesson pacing.
Thousand Oaks, CA: Sage Publications