Никоненко Тамара Петрівна

Being a good teacher can be the most rewarding and exciting job in the world – however, being a teacher who doesn’t work effectively can be stressful, painful, and exhausting. Here is some information on being a good teacher you may find useful.
Method 1. Classroom Management
1. Set a good example to your students. Remember that you are the teacher. It is important for you to be like a “superhero” figure in their eyes. Remember that your students look up to you and will try to mimic your disposition. If you are rude or inappropriate, they will have an inappropriate model for their behavior. It is vital that students see you as a person with confidence, so that they follow your lead, and feel comfortable talking to you. Students, of all ages, need someone they can lean on, look up to, and trust.
2. Have well-defined consequences. Set specific consequences for breaking the rules. Decide what those consequences are and then implement them consistently. Your consequences should follow a procedure that starts with a non-verbal signal (such as just looking at the student), to a verbal signal (asking the student to please stop talking), to a verbal warning (if this continues there will be consequences), to the implementation of the consequence. The consequences are up to you and depend on the program of the school. Many schools have a detention system (students do despise detentions), or perhaps writing lines, or sitting away from other students.
3. Be compassionate. Great educators form strong relationships with their students and show that they care about them as people. They are warm, accessible, enthusiastic and caring. Be open to staying at school after-hours to help students or get involved in school-wide committees and activities, and they demonstrate a commitment to the school.
4. Set some ground rules. You should have 3-5 rules that the students know about. These are the rules that, when broken, are subject to the consequence scheme outlined above. Try allowing the class to suggest the ground rules: have a class discussion and write ideas, it makes the class feel they are listened to and that you care about their opinions and input while also setting some groundwork that they will feel loyal to because they’ve made it. Act as a mediator to make sure that the rules decided upon are appropriate. Some may be, for instance, be quiet when the teacher is talking, respect each other, and finish the homework and classwork.
5. Try maintaining a creative environment! This will help children (5-11) think more creatively and they will come up with cool, new ideas.
6. Maintain peace in the classroom.
7. Never let your students down when they come to you with their problems. Even if the problems are out of syllabus, try to help the student by using the Internet or library. It would gain both of you some knowledge.
8. Orally ask about basics before teaching a topic in-depth. Clear the base points which seem to be unknown to your students.
9. Ask more basic questions in the class, rather than asking something that is taught just today. Everyone needs some time to learn.
10. Create competition in a positive aspect.
11. Be smart to deviate attention of students from everything else to the topic.
12. Appeal to students’ interest in the topic instead of commanding them to study.
13. Understand that every topic in the book has some practical application. Don’t forget to discuss that part as it is the most important one.
Method 2. Lesson Planning
1. Have an objective. When you are planning a lesson, the most vital part is the objective. What do you want your students to take away from the lesson? If the objective is powerful, deep, and reflects what you really want students to learn, it will be reflected in the lesson.
2. Have a solid plan for your lessons. Each and every lesson should be divided into three simple parts that reflect your objective.
First should be the “lecture” part of the lesson. This is where you teach something new to the class (of course allowing for questions or comments when applicable).
Dedicate the second part of class to something that involves a collective group work element where students can work with whoever they want. Near the end of this part, you can have a discussion session where groups voice their findings/opinions, and give marks for adequate participation.
The final part of every lesson should be where the students return to their seats and work QUIETLY on one final task, such as answering specific questions written on the board, or drawing a picture related to something they learned that lesson. The students should only talk to you (if they have a question about what/how to do it) or the person sitting directly next to them. This is the wind-down part where students get a chance to work on and understand the material on their own.
3. Assign relevant homework. Rather than assigning something different every night, it is wise to assign one or two more substantial assignments on Monday and then collect these assignments on Friday.
4. Consider giving quizzes. You may want to have a quiz every Friday to assess how well the students are grasping the material. You can judge how well you are teaching by how well the majority of your students perform on the quizzes.
5. Take short notes. Revise once before teaching your class.
6. Try using a case study.
7. If you have any doubt about the artifacts, skip something. It’s better to review the basics in class premises than to teach something confusing or wrong.
8. Once you have developed a great lesson plan, your work is not done. Be sure to update lesson plans regularly to address gaps in the curriculum and incorporate new technology.
9. Make your students excited to learn! Doing the same thing everyday will eventually bore students. Do something both enjoyable and educational every once in a while.
10. Don’t be too strict. Your students shouldn’t see you as their best friend, but they shouldn’t be scared of you either. Strike a personality balance that you and your students feel comfortable with.
11. Act like the person you want them to become. Your students look up to you. The way you act towards them has an effect on how they treat others. Make sure this is a good effect.

1. The Stare
If a student answers a question incorrectly or grossly mispronounces a word, fail to respond to him and rather stare blankly or with a raised eyebrow, like you heard no words. You will convey there was a failure in communication without correcting with your body language cues, and those cues are actually a more powerful way of encouraging a second, third, and even fourth attempt for a right answer. The student will naturally want to try harder to communicate with you.
2. “Is There Another Way to Say That?”
Do not tell her she is wrong, but ask if maybe there is another way (with the implication of better way) to answer your question or communicate. The question will trigger a thought process in which she scans her mental thesaurus.
3. “What Word Did We Learn Yesterday?”
This question inspires recall of lessons taught, and your student will not think you are correcting her, only seeking a different answer based on your lesson plans. It will trigger her brain to replace the incorrect word or usage with what you taught as well.
4. “Does Anyone Else Have A Thought?”
Do not correct your student, but immediately ask if anyone else has a different answer. Keep asking until someone gives you the right response. Positively respond to all of the participation, but very positively respond to the correct answer once you find it and stop asking for more answers. The final answer will sit in their heads as the best and the most correct.
5. “Who Else Thinks That Answer Is Correct?”
Turn it around on your students! Poll who thinks the answer is correct. The correct answer will emerge, but the student who was wrong will have commiseration from classmates that voted for her answer, diffusing the culpability in a lighthearted way.
6. “I Do Not Quite Understand You”
This phrase indicates that the student is on the right track, but is not quite conveying what he wants to communicate. He will keep trying and rephrase his words or try another grammatical construction naturally to attempt to explain. This is much more effective than “That is not how you say that” or other negative correction tools.
7. The Repeat
Nod in agreement with the student and then repeat what she is trying to say correctly. This shows she said it well enough to be understood and that her communication was relayed, but the correct pronunciation or grammar will stick in her mind. For example, if she asks, “I go to bathroom?” say, “Can I go to the bathroom? Yes you can go to the bathroom.”
8. Ask Someone Else
If someone answers incorrectly, just ignore her and ask someone else until you receive the right response!
9. A Game with Rewards
Do not correct wrong answers, but reward the right answer. This is the oldest teacher trick to inspire participation. Give candy, points, prizes, etc. if students answer you correctly, but do not even acknowledge wrong answers.

Who this book is for?
Action Plan for Teacher’s is a practical guide for teachers of English. It contains tips and suggestions for the English classroom that are suitable for the newly qualified teacher working in a language school, as well as the experienced teacher working in secondary education. Action Plan includes the subject matter of BBC World Service radio series Lesson Plan and Teaching With Technology. It also includes material adapted from other sources including the teacher’s book that accompanied the radio series English One To One. However, Action Plan for Teachers is independent of those productions and is a free standing guide and resource book for anyone who might have to teach an English language lesson.
What this book is about?
This book covers the subject of the English language lesson – what to put in it, how to plan it, and how to put that plan into action. There are three sections: Planning, Action and Glossary.
Planning
In Planning we cover the main principles of English Language Teaching and look at the basics of lesson preparation. We consider how to put those plans into practice in the classroom.
Action
Action is a tool box of practical activities and a guide to classroom practice. There are examples of different types of exercises and how to exploit them in your class. Action also includes information and advice on using a range of technology in your lessons, from the tape recorder to the computer.
Glossary
The subject of English teaching, as with most professions, contains terminology which is specific to the subject. Where possible we have tried to avoid using this jargon in Action Plan for Teacher’s – however, the Glossary section at the end of the book provides examples and explanations of terms and expressions which are frequently used in the field of English Language Teaching. Wherever a word is underlined, you can find a clear explanation of that term in the Glossary. Read more

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