Receptive or expressive language plays a significant role in a typical lesson plan. The efficiency and success of a lesson plan, when implemented in the classroom, is partly dependent on the communicative skills and responsiveness of the students. The lesson plan contains all the learning objectives, activities, and learning outcomes that must be completed by the teacher and the students within a given period of time. In addition, the lesson plan is designed to produce learning and desirable results from the students, as well as the teacher.
For this to happen, there is a need for students to apply receptiveness and expressiveness in language. For instance, if the teacher presents the lesson, the students should be receptive or in other words attentive and focused to be able to understand the information presented to them and retain it in their minds. For the teacher to evaluate whether learning took place within the classroom, the students should be able to express and communicate what they have learned through formative tests, and other evaluation techniques administered by the teacher.
Students who are not receptive and expressive enough would find it difficult to participate in classroom activities because they may not be able to understand the lesson or they cannot express or communicate their difficulties during the learning phase, thus resulting to unfavorable results during evaluation. When this happens, this means that the lesson plan failed in meeting its objectives of affecting learning and desirable results within the students.
The Research paper on engaging primary school students in learning science by using Active Worlds – Study
... teacher’s instruction or learning tasks. If the teacher cannot manage the students in a lab effectively, it is hard for such a lesson ... organization, knowledge, and resources. Results Observational results The students were very excited when ... learning process was more student-centred, where the students took more responsibility for their own learning, and the learning task was planned with the students ...
For students with communication disorders, it would be best to put them in special education programs that are specifically designed to meet the unique needs of students who are deprived of communication skills. Other alternatives would be to include them in the regular classroom setting, however, making sure that teaching aids and specialized techniques (ex. sign language, mechanized communication programs available through the use of computers, etc. ) are provided and implemented for them to facilitate learning and desirable results despite their condition.
