EFFECTIVE TEACHING STRATEGIES

PREPARATION FOR COURSE

• Know what topics (competencies) must be covered.
• Find appropriate text and make additional handouts if necessary.
• Make tests at beginning of semester.

PRESENTATION --PART ONE--BODY OF PRESENTATION

• Be sure to cover assignments.
• Cover information in text and handouts--make sure students have text and handouts.
• Use effective outline and notes.
• Do not read word for word.
• Know your information.
• Consider the number of students and plan classes accordingly.

PRESENTATION -- PART TWO-- INTRODUCTION

• Introduction--Give the purpose and state the topic of the lesson.
• Tell students what you expect them to learn.
• Set the ground rules.
• What performance is required?
• How much error is allowed?
• What are time limits for assignments and tests?

PRESENTATION -- PART THREE-- KEY POINTS

• Use key points.
• Place them in order.
• Do not cover too much material too quickly.
• Make sure to cover all material on your lesson plan so that you will not get behind.
• Ask pertinent questions over what has been covered.

SUMMARY

• Always recap the information.
• Repeat key points and show relationships to past lessons.
• Ask questions to see if information was understood.
• Test or quiz to see if information was received.

DELIVERY -- 1

• Know your subject matter.
• Know your audience and their level.
• Use terminology effective for each group.
• Read body language.
• Look for absent stares, yawning, talking, etc.
• Involve students in learning activities.

DELIVERY -- 2

• Be enthusiastic
• Speak clearly
• Slow down
• Use natural gestures
• Use visuals
• Encourage student feedback

DELIVERY -- 3

• Avoid annoying gestures such as rattling keys or loose change.
• Avoid annoying vocal pauses such as "OK?" "Understand?" "You know?"
• Remain professional--stand, sit at desk or on stool; don't appear too relaxed.
• Be ALERT to signs of waning student interest.
• Observing students.
• Watch body language for questions.
• Watch for talking.
• Periodically, ask students to sit up straight and take notes.
• Remind them to keep eye contact with speakers.
• Change student seating if necessary, especially before tests.

VISUAL AIDES--PART TWO--APPEALING CHARTS AND POSTERS

• Make letters at least 1 to 1.5 inches high.
• Leave 2 inches between lines.
• Use the top two-thirds of the chart.
• Use as few words as possible.
• Check readability throughout the room.
• Highlight key points with color, underlining, graphics, etc.

APPEALING PRESENTATION SLIDES

• Use as few words as possible.
• Have no more than 6 lines or 6 words per line.
• Develop one major idea per slide.
• Use large font so that slides are visible to students sitting in the back of the classroom.

CLASSROOM MANAGEMENT --PART THREE--CLASSROOM CONTROL IF A DISCIPLINE PROBLEM OCCURS:

• Ask the student to step outside the classroom.
• Avoid correcting the student in front of class.
• Set aside some time for a private conference to identify the problem and find a solution.
• DO NOT allow discipline problems to continue. If the problem persists after a warning, send or take the student to an administrator.

TEAMWORK

• Reinforce concepts from last class.
• Tutor individuals or small groups as time allows.
• Encourage peer tutoring.
• Give students a reason for coming.

INSTRUCTOR RESPONSIBILITIES--PART FOUR--STUDENT INFORMATION

• Never give information about students to anyone.
• Students here are adults; you do not tell even their parents or spouses about their grades, attendance, etc.
• Never serve as a job reference for a student.

USE ADMINISTRATORS

• When there is a question or concern about rules, procedures, etc., ask an administrator.
• Evening instructors should refer to the evening administrator on duty, (Ask the receptionist to call on radio if necessary.)
• For information about financial aid or personal records, refer the student to Student Services.

TESTS AND ASSIGNMENTS

• Grade and return tests and assignments as soon as possible--next day is best for effective feedback.
• Go over tests in class--students learn from mistakes.
• Take tests back up, and keep on file for two semesters.

SAFETY

• NEVER leave the classroom or laboratory unsupervised.
• Teach safety on a daily basis.
• Document all safety instructions and events.
• Set the example by following safety rules.
• Require mandatory use of eye protection, in appropriate labs.

SAFETY -- 2

• Keep area clean and orderly; and have adequate heating; lighting, and ventilation.
• Be sure trash is emptied regularly.
• Keep floors clean and clear of obstructions.
• Dispose of combustible materials properly.

SAFETY -- 3

• Store all tools and accessories.
• Have a Safety Inspection Checklist.
• Comply with local and state safety policies.
• Make a note that safety was integrated into the lesson.
• Develop individualized instruction package on safety for late enrollers.

EQUIPMENT

• Make sure equipment is maintained.
• Report any problems to lead instructor or supervisor.
• Keep laboratory clean and orderly.
• Keep inventory of tools, equipment, consumable materials, and supplies.

LEGAL RESPONSIBILITIES

• Give adequate supervision.
• Provide proper instruction.
• Provide proper maintenance of equipment.
• Give notification of dangerous conditions.
• NEVER touch students, use abusive language, or use sexist or racist remarks.

ILLEGAL ACTS OF STUDENTS

• Know school rules regarding illegal drugs, weapons, disorderly conduct, etc.
• Read student handbook for rules.
• Always document any suspicions.
• Report suspicions only to supervisor--do NOT approach the student.

SPECIAL NEEDS STUDENTS

• Special needs, disabled, disadvantaged
• Know those students identified as special needs.
• Determine a plan of reasonable activities.
• Learn where to obtain help.
• Evaluate students' needs through resource personnel.