Extra Instructional Tips
Divide instruction into manageable chunks
Student attention is a finite resource, and big blocks of instruction run the risk of draining the well. Dividing a lesson into main ideas and teaching one at a time, is a way to counteract this.
Nuggets of fun
Each chunk of instruction should contain something to keep the students’ interest. This can be a story related to the point, a joke, a small activity, a visual aid. The modality of the bonus isn’t as important as its relevance to the primary topic.
Instructional Momentum
Maintaining a solid instructional pace is important. It is very easy to lose the focus of the class if the momentum of instruction is interrupted. Sometimes this cannot be avoided, such as when there is a knock at the door, or some similar disruption. But classroom transitions can also break instructional momentum, and should be planned with this in mind. Transitions between virtual and analog tasks almost always present as one of these points, and should only be utilized between instructional chunks.
Deviate from prepared statements
Many curriculums contain scripts that are a good jumping off point for instruction. Teachers should be aware that simply reading the passage instead of utilizing these materials as a guide is not instructionally ideal. Instead, teachers can present the script, but then deviate from it to explain to the class in a more conversational register.
Have a plan for what students should do when finished
Student behavior is closely tied to student activity. They're like puppies in that regard.
Keep what works
This is primarily advice for beginning teachers. The first time you’re presented with a new curriculum, teach it exactly as prescribed in the teacher’s manual, but keep copious notes about what lands with the kids and what doesn’t. Add in supplemental material at a regular, but not rapid pace. For example, for a new math curriculum, add in completely supplemental activities at a rate of one per week. Keep the materials that land for next year, and scrap the ones that don’t. Each year you will steadily build your supply of additional materials.
Provide a time frame for classroom based tools
A multiplication table on the wall is a fine tool, but it can quickly become a crutch. Having a defined time limit on the availability of the tools is a helpful technique. This is especially pronounced when students have multiple ways to find the information presented in the tool, but are not memorizing it. Providing a hard limit to the availability of the tool provides an incentive to memorize the material, or to develop internal processes to account for its dismissal.
Speaking in authoritative, declarative sentences engenders trust
Adjusting speaking tone and cadence to provide short, assured statements helps people to accept your assertions with a minimum of internal questioning.
Grade the important stuff
Not every lesson needs a grade. Bear in mind the purpose of the assignment. If the purpose is not explicitly to assess progress, it may not need to be graded. Formative assessment is very important, but may not need to be formally recorded.
Have the lesson prepared before teaching it
When students enter the learning space, the space should be ready for them. Utilizing class time to write the lesson on the board should be avoided when possible. However it is not always possible to prepare in the small prep time between classes that teachers have. Still, every effort should be made to have the lesson prepared beforehand.
Don't turn your back to the class
This is not always possible, but the scenario of the teacher not having their eyes on the class should be minimized. Students are typically very aware of the gaze of the teacher, and wait for times when they are unobserved.
Don't pretend to omniscience
It can be tempting to appear like you as the teacher have all the answers. There is nothing wrong with admitting that you don’t. It is important for students to see us making mistakes and to know that no one is good at everything all the time. This is especially important for students with perfectionist tendencies, or with high anxiety.
Use students to automate as many systems as you can
Utilizing students to help you with classroom maintenance tasks can simplify your life and allow the teacher to concentrate on more instruction-specific tasks. Depending on the age of the student, they can be entrusted with a number of cleaning and material distribution tasks.
Not every day can be Christmas
Sometimes lessons will flop. That’s ok. Sometimes you as a teacher and as a human won’t be able to bring your absolute best to the job. That’s also ok. Don’t beat yourself up for not being a super-teacher every day. Also, don’t compare yourself to Pinterest Teachers. It’s better to be an effective educator and have good relationships with your students than have a picture-perfect classroom.
If it's stupid but it works, it isn't stupid
This quote is generally attributed to author Mercedes Lackey. It applies to most human endeavors and doubly so to classroom instruction. You never know what's going to stick in the woodpile until you throw it.
Move around the room as much as you can
Moving around the room helps with instruction and management. A teacher who stays at the front of the room is only seeing part of the story of what's going on. It's also a good way to get your steps in for the day.
If a kid tells you they don't understand, change your wording
Don't just repeat the last thing you said in a situation like this. It's not that they didn't hear you, it's that they don't understand.