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Do's and Don'Ts of Teaching Practices

This document provides dos and don'ts for effective teaching practices. The dos section recommends that teachers be well prepared, plan activities tailored to different learning styles and abilities, have backup plans, use proximity and eye contact to manage behavior, offer rewards, involve parents, and make learning fun and engaging. The don'ts section advises against overwhelming students, forcing participation, ignoring misbehavior, punishing students physically or publicly, showing favoritism, and losing control of one's emotions. Overall, the guidelines emphasize the importance of preparation, differentiation, positive reinforcement, and maintaining composure.

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7K views6 pages

Do's and Don'Ts of Teaching Practices

This document provides dos and don'ts for effective teaching practices. The dos section recommends that teachers be well prepared, plan activities tailored to different learning styles and abilities, have backup plans, use proximity and eye contact to manage behavior, offer rewards, involve parents, and make learning fun and engaging. The don'ts section advises against overwhelming students, forcing participation, ignoring misbehavior, punishing students physically or publicly, showing favoritism, and losing control of one's emotions. Overall, the guidelines emphasize the importance of preparation, differentiation, positive reinforcement, and maintaining composure.

Uploaded by

kashi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Dos and Don’ts of Teaching Practices

Dos

1. Be well prepared before you stand before the students.


2. Be aware of students’ previous knowledge and abilities, when planning activities.
3. Watch good teachers manage their class, indiscipline, naughty children
4. Be flexible in your activity planning.
5. Have hands-on classroom activities across the curriculum.
6. Have backup plans when a given activity is not working.
7. Utilize Proximity. When students engage in off-task behavior, simply moving in their
direction or standing near them sends a message that you are aware of what they are
doing and don’t condone it.
8. Use Mobility. Keep moving in the class. This shows you are concerned to everyone.
9. Try Non-verbal. If you can’t move toward a misbehaving student, try some nonverbal
cues. Sometimes a well-practiced “look” can redirect him. Holding eye contact with him
is another simple way without calling attention to him.
10. Offer Reward. Many teachers experience success by implementing reward systems in
their class. You could reward individuals or the entire class with small tokens, prizes, or
privileges for exhibiting positive behavior or staying on task.
11. Involve Parents.
12. Plan for different learning ability levels.
13. Plan for different learning styles (i.e., visual, kinesthetic, audio).
14. Plan activities involving movement, fun etc. for every topic.
15. Vary the teaching environment.
16. Allow children be risk takers and make mistakes.
17. Allow children figure out their mistakes.
18. Allow students work in groups. Assign tasks to members like leader, helper, recorder
etc.
19. Establish clear simple rules - scope, time limit, what you expect, be safe, be responsible.
20. Establish appropriate listening, speaking and answering / responding behaviours.
21. Praise appropriate behaviours.
22. Clarify inappropriate behaviours, explain consequences, and make students say what
was wrong.
23. Establish rapport. Talk with them about their likes, dislikes, hobbies and interests, and
then find appropriate ways to share in them.
24. Establish looks or signals rather than drawing verbal attention to inappropriate
behaviours.
25. Establish songs and actions to gain student attention.
26. Give breaks - Establish actions to gain and bring back student attention.
27. Use Ice breakers, motivating games etc. to motivate students quickly.
28. Create a situation rather than force a child to join an activity
29. Allow extra time for the week and show patience. Prepare reports on progress.
30. Let children explore and learn from outside the classroom.
31. Make your class fun, so that children want to come to school every day because of
YOU.
32. Make school fun, the battle is won if the children want to go to school every day.
33. Allow children a choice in projects.
34. Focus on the process rather than the product.
35. Allow students to suggest appropriate rules and routines.
36. Remember that children respond well to regular routines and these should be
established early.
37. Start teaching children routines to be used in independent centres early, so they can use
these later on in the year, e.g., work quietly, ask a friend, work together, know where
all manipulatives are in a centre, complete an assigned task.
38. Explain consequences to inappropriate behavior
39. Demonstrate inappropriate behaviours, have children explain what was wrong.
40. Begin speaking rather than always waiting for silence.
41. Use motivating games, situations to encourage students to line-up quickly.
42. Always make your activity appear more fun than what the lingering child is doing.
43. For the first days of school, change a situation rather than force a child to join an
activity they don’t want.
44. Practice routines such as fire drills in small, manageable chunks to ensure success.
45. Stop an activity if children are tired, by Thursday they may be worn out and not
willing to take on new tasks.
46. Let children explore their classroom to become comfortable with their surroundings.
47. DO consider giving a verbal reprimand to your student privately. You will need to
personalize student punishment to a certain extent. The best way to verbally reprimand a
student is to do so in private.

48. Do take away privileges for students who continually misbehave.


49. Do keep the end goal in mind.
50. Do remember how important it is for adolescents to fit in.

(Fitting in = basic survival. Being mocked or criticized in front of their classmates is


often the worst thing that can happen to a teen).
51. Do keep brain function in mind. When teens are in the midst of feeling strong emotions
like shame and embarrassment, they are functionally incapable of listening critically and
problem-solving. If you intensify their fear or anger, you’ve lost the ability to have them
learn from the incident.
52. Do acknowledge a student’s positive attributes.

53. Do ask lots of questions. What are they struggling with? Where could they use more
support? What are their favorite books, movies, music, sports?

54. Do try to talk one-on-one and hold them accountable. Remember that blame is often
more about finding fault with someone than it is about helping them understand where
their responsibility lies and how to do better next time.
55. Always try to elicit understanding from students rather than asking directly, ‘Do you
understand?’

56. Stick to school’s homework policy.


57. Teachers, what would you add to the list?
Don’ts

1. Don’t overwhelm children with rules and routines the first few days of school.
2. Don’t overwhelm children with too much talking the first few days.
3. Don’t force children to answer too many questions or perform too many tasks.
4. Don’t expect routines to work well the first few days.
5. Don’t judge children by their behaviour and performance the first few days, give them
time to adjust to routines and new situations.
6. Don’t give too many worksheets. Allow students opportunity to complete open ended
activities.
7. Don’t leave the impression that school will be all hard work that you have to sit all day.
8. Don’t have the classroom fully decorated. Let children decide what art to put up and
where it should go.
9. Don’t leave material and manipulatives out unless you want the children to use them.
10. Don’t have too many choice materials on your table.
11. Don’t reprimand a student in front of others; a quiet word in their ear is okay.
12. Don’t punish any child physically, tease, humiliate or use harsh words or torture mentally.
13. Don’t try to publicly discipline. While you might feel a sense of control by publicly
disciplining a student, he loses dignity in the process. Although you might win a small
battle, you unconsciously create a larger struggle
14. Don’t ignore students / allow them to wander or talk, when you are engaged.
15. Don’t act / talk as a police person.
16. Don’t teach a mistake. Be sure what is correct, - whether it is a spelling or a pronunciation.
17. Don’t discourage – demotivate or anything that could affect interest or cause a depression.
18. Don’t teach holding books and sit while you give a lesson.
19. Don’t take action against any child without explaining.
20. Don’t give burden or use any wasteful acts to force a child learn.
21. Don’t force children to perform too many tasks inappropriate to age or time available.
22. Don’t Judge children with prejudice.
23. Don’t make exceptions to the school's rules, even if you don't agree with them.
24. Don’t allow disrespect to learning, others, or property.
25. Don’t begin teaching until everyone is meeting your expectations. It sends the wrong
message to them.
26. Don’t talk matters other than school related within staffroom.
27. Do not use mobile phones during class hours.
28. Don’t have favourites. It develops conflicts amongst students as well as between you and
your students.
29. Don’t give extra work.
30. Don’t deduct marks from their grade when they misbehave.
31. Don’t talk down to students. This enhances sensitivity.
32. Don’t take anything personal. It’s natural to feel upset by a disruptive or disrespectful
student, but try to remember that it’s not about you. Try to remain cool and act maturely.
33. Don’t talk too much. Students want to learn, which is more likely to occur through actively
using the language, rather than passively assimilating it by listening to their .
34. Don’t seek to motivate students by embarrassing them.
35. Don’t hold grudges.
36. Don’t have all the answers. Part of working with adolescents means letting them know that
we think they’re capable of coming up with solutions.
37. Don’t refer to every violation. Disciplinary referrals should be the exception, not the rule.
38. Don’t lose control on yourself. The moment you lose control of your emotions, you lose
control of the class. You’ve unwittingly shown students what buttons to push.

Make the following your routine:


1. Take lots of deep breaths and smile.
a. It can be frustrating repeating the same information on multiple
occasions, and being asked questions to which you have given
detailed answers earlier in the same lesson.
b. Deep breaths and smiling before reacting to frustrations gives you
those extra seconds to compose your thoughts, and will further
your reputation as an approachable teacher.

2. Sit in on lessons of your fellow teachers. This is mandatory during early


days after joining a profession.
a. Continuing to observe how colleagues interact with students and
deal with tricky situations will help to develop your skills and keep
your lessons fresh and dynamic.

3. Try learning another language yourself.


a. Putting yourself in the same position as those to whom you are
teaching will add a level of empathy to your teaching style only
obtainable by being immersed in similar circumstances.

4. Love your job.


a. Remember why you chose this profession. Even on days when
nothing is going right, and your efforts seem unappreciated, try and
remind yourself that your skills and experience are instrumental in
shaping the lives of everyone you teach.
b. You may not always see the end result, but the gift of
communication is a powerful tool that we should be proud to help
others achieve.

Teaching Profession challenges all educators. Observing


colleagues for additional tips and techniques will certainly help
you hone your craft. Remember: consistency and firmness—
always balanced by fairness—will ultimately cause your
students to respect you and their learning environment.

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