Bad Teaching Habits
Faculty

11 Bad Teaching Habits That Are Suppressing Your Growth

There are inevitable class mistakes and bad teaching habits that every educator can eliminate with conscious effort, and this post outlines 11 of them.

It seems easier to lecture in front of many faces than to persuade 30 people. Getting students to answer spontaneously seems easier than generating spontaneous interest. Having a few tests during the course seems like less work than having a lot of them. But it’s not long-term. If you don’t get rid of these “shortcuts” now, you’ll learn poorly and end up doing more work in the future.

We all make healthy mistakes in every lesson, every day. It’s important to know the difference between these errors and those that, if left unmonitored, can lead to bigger problems. You may be making some of the mistakes below, some you may have already ruled out, and some you may never have encountered. They just scratch the surface of a long list of potentially destructive practices. Consider what it takes to make a habit disappear forever, regardless of how familiar you are with them by J blake smith.

1. Don’t Learn From Your Peers

Effective teaching strategies change over time. What you learned in school may no longer be relevant to the student you are currently dealing with. Of course, the best way to improve your teaching, other than reading this blog, is to see what others are doing. If you have free time, ask another teacher if you can join the class. Film your class, distribute copies, and ask for feedback.

Of course, it doesn’t hurt to watch TED talks or inspirational videos others teach, but you should start by leveraging the resources in your environment.

2. Suppose A Lesson Taught Is Lesson Learned

We all know there is a difference between giving a presentation and teaching. But how can we achieve the latter even more? The answer is in Blunder 7, which you’re about to read, but a good first step is to not assume you understand what you’re trying to say ( or expect enthusiastically).

3. Do Not Judge Relevance

Establishing relevance does not mean filling the lecture with analogies to the interests of every student in the class. Not only does it take forever, but it’s also counterproductive. Determining relevance requires a little creativity. It can take the form of a lecture, homework, or selected text. But that’s the big picture, not the details. Whether to allow or forbid the use of cell phones in class is the difference between subject and motivation, the decision to teach The Catcher in the Rye or Oscar his wow’s short wondrous life.

4. Teaching without empathy

I’m not talking about emotional empathy. The ability to put yourself in the student’s shoes and imagine what they want, like, and think (or what they don’t want, hate, and don’t think about). I’m talking about You were once a skeptical, selfish, capricious student. Don’t forget that.

5. Call Volunteers Instantly To Answer Questions

Most of the time, when you do this, few students will bother to think about the problem because they know that someone else will eventually provide the answer. Instead, ask them to write their questions on notecards or a kind of concept card.

Instead, ask students to write down their questions on note cards or concept cards and collect them as exit slips.

According to j Blake Smith This is also a great way to provide a replay before the bell rings.

6. Failure To Diversify Teachings

 Variety is the spice of the lesson. It has also been shown to improve learning and memory and to be naturally engaging. Diversifying your teaching means diversifying your students’ learning.

7. Rarely Evaluate

Infrequent assessments encourage cramming, reduce retention, and put a lot of pressure on students and teachers to cover vast amounts of material between rounds of testing. Doing so helps students remember what they’ve learned, become better test takers, and collect weekly feedback on their effectiveness.

8. Set Student Expectations Low

Students generally perform at a level consistent with their performance expectations. This means consciously treating students equally, making our expectations clear and applicable to everyone, and encouraging constant improvement. Understand the difference between a smart student and a motivated student who truly challenges the concept.

Keep your expectations high, but adjust your approach accordingly.

9. Don’t Prepare For Silence

You know that feeling – when you ask a question and get complete silence? Many of us don’t realize that many students don’t share our enthusiasm for the lessons. What’s happening now? We answer the questions, make sarcastic jokes, and move on.

The best way to deal with silence is to not be discouraged. Smile at yourself and move on to show that you are still in control. That way, students will be more comfortable and willing to volunteer next time.

10. Let Time Pass

Have you heard of Malcolm Gladwell’s concept of “slicing”? It is the ability to find patterns in events based only on a “thin slice” or narrow window of experience. We rely on this thinking when we need to make an instant decision, ideally a good one, without much information. If you don’t think this way and overload yourself with details and analysis, you can miss precious moments that could have been used as learning opportunities.

11. Do Not Get Acquainted With Students

Getting to know students is often a secondary interest. Whether you know their study preferences (which you probably do), gestures themselves are powerful enough to boost student motivation, self-expression, and achievement.

Got a bad habit you think should have made this list? Share it in the comments below.

Leave a Reply

Your email address will not be published. Required fields are marked *