Planning in teaching involves deciding in advance what to teach, how to teach and how to evaluate learning. It requires formulating instructional objectives, organising content logically and choosing suitable methods and resources. This work is done before actual classroom interaction begins. Hence, the activity of deciding objectives, sequence and methods clearly represents the planning function.
Option A:
This option describes conducting the final examination, which belongs to the evaluation and summative assessment functions. It is performed after most teaching is completed and is not a planning action.
Option B:
This option is correct because it directly describes preparatory activities carried out by the teacher. Such planning helps ensure coherence in the learning experience and sensible use of time. It sets a clear roadmap for both teacher and students, contributing to effective teaching.
Option C:
This option concerns attendance record keeping, an administrative and classroom management task. While important, it does not reflect the core planning of learning activities and objectives.
Option D:
This option refers to invigilation duties during examinations, which are supervisory responsibilities ensuring fairness and discipline, not planning instructional processes.
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