It’s possible to teach.

The art of teaching well is based on practical, applied, behavioral sciences.There are definitely techniques that have been proven to work better than the typical “stand and deliver” lecture or presenting them with only linear or sequential information.Instead of only receiving line after line to read or write, pictures, maps, and hands on efforts can teach several concepts at the same time.It isn’t hard to learn how to facilitate multiple representations of information in learning experiences.Basic steps for becoming a good teacher in common teaching situations include analyzing student needs, developing and facilitating meaningful learning objectives for your lesson plans, following through on the learning design and giving feedback with appropriate assessments.

Step 1: Critical academic skills are identified.

These skills are used in many other subjects.Prioritize the important lessons.Think about what skills your students will need to employ in order to make it through elementary and secondary school, be ready for higher education and progress onward throughout their lives.Think about the skills you use as an adult, such as good communication skills, and finding and looking up what you need to know.There are ways to build those skills in your students.Students will need these skills in various areas of life.

Step 2: Life-improving skills can be identified.

Encourage not only following learned processes and procedures, but also to find ways to use initiative, self-expression within guidelines without being unruly or disruptive.When the crucial skills have been identified, consider the other skills.Praise and place value on their using creative skills and problem solving, being opportunity makers, and helping them to give answers and information in class.They should be given crucial emotional outlets that include participation in the arts, music and expression as a creator and a performer, not only being a spectator.

Step 3: Determine emotional and social skills.

Academic skills and self-actualizing human beings are not the only things that make people functional.To help students develop self-confidence, overcome shyness, cope with stress and disappointment, and learn to not be overly defensive, apply techniques in your classroom.They need to learn to accept reality without embarrassment by encouraging their efforts and trying again.They need ways to interact, inclusive of other students needs, and productive coordination with others.

Step 4: Determine the goals.

Determine some goals based on the skills your students will need to succeed in life once you have identified the major skills.If you have a bunch of kindergarteners who will eventually need to read, you want them to know their alphabet, the basic sounds of some special letters, and also be able to recognize simple sight words.An exciting example of s might be “snake” or “hissing snake”, but do mention.

Step 5: Specific goals can be set.

When you know what your general goals are for the class, you can think of specific goals which will show you that those goals have been met.Kindergarteners from the previous step should be able to read and write the alphabet backwards and forwards, as well as basic three letter words.

Step 6: How will the goals be reached?

Now that you know what you want your students to do, you should outline the smaller skills that are necessary to get them to those larger goals.These will be small goals that will serve as a road map.An example of a mini-goal would be learning how to string sounds together with the kindergarteners.

Step 7: The school may require each teacher to have a course syllabus or similar document if they want to Outline each course that you teach to achieve education goals

Now that you have your educational plan, you should make a lesson plan that outlines how you will get them to each step in that road.Every skill that needs to be mastered in order to get between those mini- goals will need a plan.

Step 8: Think about learning styles.

Keep learning styles in mind when making your lesson plan.If you want your class to have equal opportunity for success, you will need to accommodate the different learning styles of your students.Plan to use sound, visuals, manipulatives, physical activity and the written materials along with your student centered lessons for facilitating, introducing, modeling, giving guided practice and periodic homework all for each subject, whenever possible.

Step 9: Cross-curricular, multiple skills are built by mixing subject matter.

In environments where you can interrelate subject matters, such as science and math or English and history, do some of that.This will help students understand how information is applied in the real world.Life is not broken up into classes.You can work with other teachers to provide your students with engaging lessons.

Step 10: Multiple representations of concepts can be used with visual aids.

Make sure to introduce as many visual aids as possible.This applies to social studies, math, earth, physical, chemical, biological and social sciences.Social studies and many science related classes can use graphs, charts, maps, the globe, photos, movies and timelines.Certainly, math can involve grouping, recognizing changing patterns in sequence of numbers, contextual clues and shapes, with mathematical modeling often including formulas, graphic representations, diagrams, charts, “mappings of data” by various kinds of graphs.Collecting, organizing and presenting data can show the student how data is used.It will give students more concrete experience, non- linear, multiple forms of applications/uses of data, visualization, images and examples of the things which you are discussing.A chart, an image to work, a choice of techniques, or an understandable formula will help students stay engaged with the material, rather than tuning out because they can’t follow a dry, linear discussion.

Step 11: Use activities.

It is better to lecture for 15 minutes at a time.There are also reading, writing and written activities.You will want to get your students involved in the learning process.You can do this by having hands-on learning opportunities like learning activities, peer-to-peer discussions, or question and answer time, where either you ask the questions or they do.

Step 12: Talk to everyone.

How?There are many ways to use questions and answer sessions.Keeping students “on-deck” in the batter’s circle is one of the basics.While others engage, students will not be tuning out.There is a way to keep a jar with student names written on it.The student will have to ask a question or answer one if they pull from the jar at random.Wait for the answer.When you use open questions where anyone can volunteer to ask or answer them, count to four.If you want to finish their answer, don’t give in to the urge to answer your question.Important issues from them should be drawn out.Don’t hurry to rescue the student, allow them to answer deliberately and not show how smart you are.They don’t want you to wow them as a genius.Class wide actions such as getting quiet when asked, ready to go to lunch or putting away one/getting another kind of book and materials can be time to use a classroom board with positive and negative marks that can lead to a reward or penalty for the whole group.

Step 13: Relate material to other places.

Since the point of learning is to gain real-world skills, you will want to constantly relate the skills and information in your class to the student’s lives and things which will affect them in the future.If you can’t come up with a real-world example for the material you’re teaching, then maybe you should not be teaching it.Paying bills, getting a good mortgage, and future work tasks are some of the things that should be related to math skills.English skills can be used to write stories, books, business reports, personal and business letters, resume, cover letters or grant proposals.Science skills can be used to understand electrical motors, electronics, the solar system and universe.History and social studies skills can be used to understand civilization, community and government.Sociology skills can be used to help people.

Step 14: Students should be outside.

This isn’t just about getting them active and out in the sun.It’s important to teach people how to adapt, grow and live better in the real world because the point of going to school isn’t only to build skills for passing a test.Get them out of the classroom to use their skills and go to the library to do research.Students can interview someone about a profession or skill.If you take a science class, you can identify animals and plant life on the beach.To see how dialogue choices and changes affect perception of events and characters, take an English class to an early-stage play rehearsal.If you want to interview nursing home residents or prison inmates, take a history class.

Step 15: Let them do things.

Allow for artistic interpretations of assignments.Students can pose questions and follow other routes.Allowing them to guide their own learning will help them learn better and keep them interested in what they are doing.In a lab experiment about putting mice in mazes, if your student suddenly wonders what will happen, let them do that.Students can gain valuable knowledge from an assignment that is not strictly followed.

Step 16: Encourage innovation.

Success breeds success.Students can make new designs.Give them broad assignments with specific goals that they can use to reach that goal.This will allow them to create a relevant learning design and personal method which is best suited to their style and interests, keeping them invested in the assignment and encouraging daily progress.There is an occasional English assignment where a student must write a certain number of words on a broad topic.Tell them that the way those words are presented is up to them.Anything that speaks to and engages them in their interests can be done.

Step 17: During independent study, interact.

While students are working on assignments in class or engaging in other methods of independent study in the classroom, you will want to engage them about what they are doing.Ask how things are going.Don’t just ask what’s wrong, ask how they feel about it.”I’m doing fine” or “everything’s okay” is not enough to get more out of them.You can ask them what they are doing or what their understanding of the assignment is.

Step 18: Discuss the weak points.

Look at the performance of the class after an assignment.Discuss common problems or problems that may be common.Talk about why it’s easy to make a mistake.Discuss how it is fixed or a better approach.Understanding a problem beyond “this is wrong and this is right” will help students solve problems later.

Step 19: Occasionally revisit old material.

Don’t talk about something at the beginning of the year.The skills established in previous lessons are tied to new material.Learning a language requires study every day and this will reinforce the skills that a student has gained.An English lesson on writing argumentative papers might want to discuss how one can use stories within the paper to make emotional appeals or how voice can affect a reader’s perception of information.

Step 20: The tests should be well balanced.

Have you ever had a final that was so easy to fail that it was almost exclusively covered in the last three days of class?It is important to balance your tests.Draw material that is appropriate for the significance of the test and weight it so that it won’t make or break a student’s grade.Not everyone tests well.

Step 21: There are alternatives to standard tests.

Standard tests can be used to gauge a student’s mastery of the material.Students who absorb material poorly can be terrible test takers.Don’t put so much pressure on students to succeed in very specific ways by developing alternative methods.Consider evaluation that is educational rather than auditive.Ask your students to come up with a real world scenario in which they would use the skills they have learned and ask them to write a paper or prepare a presentation.This gives them the chance to show that they understood the significance and not just the material.

Step 22: Give presentations a spin.

Public speaking is an important skill.Not everyone learns this by being put on the spot.Work your students up to full-class presentations in order to not only evaluate the extent to which they have learned the material but also give them the ability to learn valuable public speaking skills.You can have full class presentations once they have mastered the easier presentations.You can have students give a presentation, individually, to just you, one by one, while others are working on a written assignment that they can do without much help other than an introduction and example.The presentation can be done like an interview.Prompting will make them less self-conscious, which will allow them to build presentation skills much more efficiently than a comprehensive report.You can ask key questions to gauge how well they have organized their understandings and learned to apply the material.They can give presentations to their peers later in the course.They can go one-on-one with peers, or you can have them go in front of a small group of peers.To demonstrate that they understand the material and evaluate fellow students presentations, have the class students come up with a list of questions, which will also serve as a learning experience.

Step 23: Students should be allowed to choose their rewards.

Make a list of acceptable rewards for excellent performance, either for individual students or the class as a whole, and let your students decide how they want to be rewarded.This will help make sure that the reward is an actual incentive, rather than just something you’ve pushed on them that doesn’t motivate them to work harder.

Step 24: You can teach advances by trial and error.

Individual growth can be built.There are moments made through calm or exciting experience.Don’t look at failure as an opportunity to advance.Don’t say “wrong”, “close” or “hmm, yeah, that’s an idea”.”Who tried another way?”When a student makes a mistake, don’t portray it as a failure.Let them say it was bad and see what works.We want to see how incorrect or correct results can be achieved.Ask how to do it correctly, and show them how.Remember that a skill learned through trial and error will be much stronger than one which a student may simply get right by accident.

Step 25: Try to get community rewards.

The success of individual students should be promoted to benefit the class as a whole.The system where under-performing students are jealous of those who don’t struggle is created by traditional learning environments.In order to create an environment in which students want to work as a united whole and which does not stigmatize or over-blow obvious of success, you must create it.Students who are quick can help others by setting good example, being patient and encouraging the not so quick students.Sometimes more deliberate/slower students are strong as a big truck while others are like sports cars, but powerful trucks draw less biting remarks, not seeming as geeky.Rewarding the group will make your students more functional adults and prepare them for real world work environments where developing as leaders and strong workers can help the team meet deadlines and achieve production goals.Everyone is rewarded if a student scores perfectly on a test.If the students prefer a different reward, you can give them a few points of extra credit.Higher performing students are encouraged to work together to achieve better results.

Step 26: They should feel unique and needed.

For the qualities which make them unique and wonderful human beings, acknowledge and appreciate each student individually.Encourage those qualities.You should make each student feel like they have something to offer.This will help them find their way in life.

Step 27: They should be recognized for their efforts.

Students need to be appreciated for the small efforts they make.Tell them when they have done a good job.Don’t be patronizing.Reward them if they worked hard.A student who has managed to raise their grade from a D to a B+ may be able to get extra credit for the work that would have been required to achieve such a feat.

Step 28: Give respect.

It’s important to respect your students.Treat them like intelligent, capable human beings if they are graduate students working on a thesis.They have ideas, emotions, and lives that extend beyond the classroom.They will extend the same to you if you treat them with dignity.

Step 29: Students should be asked for feedback.

Ask your students to give you feedback so that you can fix the classroom.In order to get their ideas on how things are going, you can either ask them personally or create anonymous questionnaires.

Step 30: Ask family members to give feedback.

The student’s parents can give feedback as well.Maybe they have noticed an improvement in their child’s skills.Maybe they have noticed a decrease.It is possible to make sure that the improvements you notice inside the classroom continue outside, as well as help to catch problems that you don’t get to see, if you get an outside perspective.You can encourage parents to be more involved in school if you get feedback like this.

Step 31: Ask your boss to give you feedback.

If you are a teacher at a school, ask the principal or a more experienced teacher to come in and watch you work.You should be open to criticism if you get their outside perspective.

Step 32: It’s a good idea to read up on your craft.

The most innovative methods and new ideas regarding technique can be found in the latest journals and papers from conferences.This will help you stay on top of your methods.

Step 33: You can refresh your skills by taking classes.

You can take classes at a community college or university.These will remind you of strategies that you tend to leave out.

Step 34: Look at other teachers.

Those that are good at their craft and those that struggle should be watched.There are good and bad things.You can use what you learn in your classroom.

Step 35: It is necessary to reflect.

Think about what you’ve done with your class at the end of the day.What did you do the best?You didn’t do well enough and can do better.You should not repeat that.