For example, in a high school literature class, an objective might be to complete a close reading of a particular poem by the end of the period. Some teachers find it helpful to post that day’s objectives on the board. It’s okay if not every objective is met every day. In some cases it’s better to follow the flow of a particular conversation, instead of railroading back to the original subject matter.
Being an active listener shows your students that you respect their voice in the classroom. They will be more likely to give you respect as a teacher in return. It’s also a good idea to model for your students how to respectfully listen to someone while disagreeing with them. You might say, “I’m not sure I agree with what you are saying, can you tell me more? Or, does anyone else want to jump in?”
For example, you might give a short, advanced-level reading assignment to high school students and ask them to use a dictionary to look up unfamiliar words. If used sparingly, this is a great way to challenge students to expand their vocabulary.
For example, if a student accidentally disrupts a designated “quiet period” this can generally be corrected with a simple verbal warning for a first offense. You can also ask the student to stay after class and speak with you. This is one way to issue a consequence without disrupting your classroom.
For example, you might ask a student to serve as a time-keeper for an in-class exercise. Be aware that this is an option that won’t work for every challenging student. If they don’t do well at the simple tasks, don’t give them more advanced ones.
For example, you might talk with your students about where they are going for an upcoming break.
It sometimes helps to think about one of your past teachers who you would describe as a true professional. Try to think about how you could in some ways mimic their behaviors in your own classroom and career.
You might even say out loud, “I love teaching because…” and list off a few reasons. For example, think about a moment when you saw real improvement in a student’s life due to your efforts. If it’s been a bad day for the students, too, then you might even say that you want to do a “re-set. ” Tell them that you want to formally start the day over from that point forward.
Make contact with the Parent Teacher Association (PTA) at your school and ask what you can do to help.
For example, they might suggest that you state your classroom objectives more clearly. Then, you can talk about how you’d go about doing this. It’s also a good idea to exchange teaching materials with your mentors and colleagues. Show them the format that you use for quizzes or tests and ask to see their versions. You don’t have to teach the same subject to benefit from talking about teaching. You can also find mentors via teaching organizations or even at conferences. Stay in touch with the people that you meet and seek out their advice when you need it.
For example, you might find that your students react better to projects using media. If that’s the case, think about how you can incorporate more media-driven activities in your classroom.
