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Being a good English teacher takes skill, training and teh right personality.

Being a good English teacher takes skill, training and teh right personality.


Lesson / Instruction Management Presentation for Success

Suggestions to help in improving your class satisfaction ratings;

If I were to ask your students, “What did you learn today?” immediately as they were leaving the classroom, what would they say? “I dunno..” If so, you are in trouble if you plan on being a teacher for the long run, and you are in luck, this little technique will help you to overcome this and increase the positive feedback students will give about you, meaning that you are a more effective teacher.

Improvement in class satisfaction / feedback / ratings translates in to a happier employer, more successful school and more job security for you. Employers are likely to reward their best teachers. The best thing about this is, it is all a result of you being an effective teacher who, in the eyes of the students is really teaching them the language in a way that makes sense to them..

In order for it to make sense to them you can employ a few easy techniques which will result in a more organized / structured lesson, higher retention rate, maintain the freedom to be creative and keep variety in the class as well as when students walk out the door of the classroom, they will be able to answer the question,” What did you learn?”

Use these simple classroom and planning techniques and you are guaranteed to improve your class satisfaction rate, “or your money back.”

The aim of this is to communicate to students indirectly that you are a prepared, professional and competent teacher – by doing the following you will help them to understand this fact as well as make the lesson goals more clear and more easily achieved.

1.  Making an outline for every class everyday.  This is a basic 3 step process which will point out to them each day what they WILL learn, what they ARE learning and what they DID learn, thus what they will take away from the class that they didn’t bring in to the class.

1 – Communicate it to the class
A)  On the board write the basic outline;

Eg: Today we will learn;   How to…., the language used in …., what to say if…., the reason why … is useful in everyday English..  etc..

B)  As the students arrive in class they will see this, it is important to make it sound interesting and intriguing to them, at the very least a summary that they will understand in order to get their minds working, anticipating the lesson, trying to guess how and what you will teach them, and if they have any input or examples they can share to impress you, or the class with – Understand the Psychology of a language student.

C)  Now you have to tell them to make sure that they see and understand that there is a specific agenda for their learning today. You are organized, professional, caring and competent.

2 – Teach it
A) As you are teaching your lesson make references to what is on the board and physically point at your notes on the board in order to connect the relevance to your plan and what they are nor doing. They will see that they are learning and practicing these specific things.  You can point at the item written on the board and at times ask the class which one we are now doing to keep them tuned in and involved in the lesson.

B)  You can jump around as you review and practice the items as well.  You can also show how they are related and work together in language use. Make sure that you use techniques to get your message across to the student and that they understand you. A Lesson is useless and everyone’s time is wasted if you covered your material but the students did not understand. The goal is language improvement, not mileage in textbooks.

3 – Wrap up
A)  Make sure that at the end of your lesson you tell them what they have learned and what they are taking away from the class - again, point and refer to what you wrote on the corner of the board that they saw upon entering the class, it reiterates the importance and the structure and the fact that they did learn something good today.  This take away value may be apparent to the instructor, but not always to the students. A teacher can greatly increase their satisfaction feedback by simply telling students what they have just learned, it will allow them to leave with it fresh in their mind what new skills they are taking away.

Also – it helps to point out situations in which they could use the language.  Ie – “when you go to Wal-Mart and the clerk says …., you could then say ….”

Don’t forget – Ask the students, “What did you learn today?” Make them answer as a class, as individuals, etc. Make it easy, but have them say it, if they don’t it will not be as likely to stick.

Students also like to learn things that the book doesn’t provide – colloquial phrases – nothing too idiomatic – that will just make them sound silly, but useful phrasal verbs are always a hit.  This will be a good addition to the class. Try to see their view point and if it will be something that they will find useful. What do they like to say in their language, they want to learn how to say this stuff in English also. See (on textbooks – tips)


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