Essential Teaching Skills

Essential Teaching Skills 1. Planning and Preparation i) The lesson plan should have clear and suitable aims and objectives. ii) The content, methods and structure of the lesson selected should be appropriate for the pupil learning intended. iii) The lesson should be planned to link up appropriately with past and future lessons.. iv) Materials, resources and aids should be well prepared and checked in good time. v) The lesson should be designed to elicit and sustain pupils’ attention, interest and involvement. 2. Lesson Presentation i) The teachers’ manner should be confident, purposeful and generate interest in the lesson. ii) The teachers’ instructions and explanations should be clear and matched to pupils’ needs. iii) The teachers’ questions should include a variety of types and range. iv) A variety of appropriate learning activities should be used. v) Pupils should be actively involved in the lesson and should be given opportunities to organize their own work. vi) Materials, resources and aids should be used to good effect. 3. Lesson Management i) The beginning of the lesson should be smooth and prompt. ii) Pupils’ attention, interest and involvement in the lesson should be maintained. iii) Helpful feedback should be given to pupils to encourage further progress. iv) The time spent on different activities / stages should be well managed. v) The ending of lesson should be used to good effect. 4. Classroom climate i) The climate should be purposeful, task-oriented, and with an established sense of order. ii) Pupils should be supported and encouraged to learn, with high positive expectations conveyed by the teacher. iii) Teacher –pupil relationships should be largely based on mutual respect and rapport. iv) Feedback from the teacher should contribute to fostering pupils’ self-confidence and self-esteem. 5. Discipline i) Good order is largely based on the positive classroom climate established and by good lesson presentation and management. ii) The teachers’ authority should be established and accepted by pupils. iii) Clear rules and expectations regarding pupils’ behaviour should be conveyed by the teacher at appropriate times. iv) Pupils’ mis-behaviour should be dealt with by an appropriate use of investigation, counseling, academic help, reprimands and punishments.