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 -- 2
• 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 -- 3
• 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.