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.
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.
After hours of preparation, it’s time to give your speech. You stand in front of the podium with unrivaled confidence and all eyes are on you by J Blake Smith.
“Hello everyone. Thank you for inviting me. My name is ______ ________. Today I’m going to talk about ________.
Suddenly people start moving around, checking their phones, reading shows, talking to each other, and doing anything but paying attention to you.
The opening often determines how long the audience is ‘fixed’ to the presentation. If you bore your audience from the start, you have little chance of getting your message across effectively.
How can you effectively start your speech or presentation to prevent this?
Here are 7 effective ways to start your speech or presentation according to J Blake Smith.
Set the tone for the rest of your speech, starting with the relevant quote. For example, what he often uses to start a presentation about public speaking:
“Usually it takes him three weeks or more to prepare a good impromptu speech.”-Mark Twain
2.”What If” – Scenario
Immediately Work wonders with your speech to attract the audience. Asking “what if” questions encourage your audience to follow your thought process.
“What if we were all candid? How would our daily lives change? Engage your audience in your presentation by allowing each member to visualize a special scenario.
3. “Imagine” -Scenerio
However, “Imagine jumping out of a parachute plane and discovering that the parachute is not working. What memories come to mind before you? Or ask a literal question. When someone is presented with the question of whether or not they need an answer, they respond intuitively.
“Who wouldn’t want to live on an exotic island?”
A pause, whether it’s 2 seconds or 10 seconds, allows the audience to sit down and calm down. Most listeners expect the speaker to start immediately. Add a pause and you’ll get all the attention where you need it: yourself.
Ask a rhetorical or literal question. When someone is presented with the question of whether or not they need an answer, they respond intuitively.
“Who wouldn’t want to live on an exotic island?”
Get your message across instantly with amazing, meaningful, and personalized stats that resonate with your audience. Because It has the potential to elicit emotional appeal from the audience.
“Look left. Then look right.
“Over 90 percent of us are __________ in this room.” can do. What it says is: Subsequent application of silence techniques also contributes to the effect.
“You can’t win. You can’t win…”
“…every newspaper in this country says so.”
7. Powerful Statement
“Over 90 percent of us would __________ in this room.” can do. I will say what I say next. Subsequent application of silence techniques also contributes to the effect.
“We can’t win. We can’t win…”
“…Every newspaper in this country says so.”