Do's and Don’ts for Teaching English Have you got some prob | CELTA in Uzbekistan

Do's and Don’ts for Teaching English

Have you got some problems with pupils who are not effectively involved into your lessons? We are sure that consistently using these practices makes your lessons more efficient and effective. We also wanted to mention worst practices in the hope that they will not be repeated!

Don’t just tell students what to do and expect them to do it.
Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud. Modeling promotes learning and motivation, and they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.

Don’t speak too fast, and if a student tells you they didn’t understand what you said, never repeat the same thing in a louder voice.
Do speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, they are thinking and producing in two or more languages. After asking a question, wait for a few seconds before calling on someone to respond.

Don’t stand in front of the class and lecture, or rely on a textbook as your only visual aid.
Do use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful to your students.

Don’t act surprised if students are lost when you haven’t clearly written and explained step-by-step directions.
Do give verbal and written instructions. It is far easier for a teacher to point to the board in response to the inevitable repeated question, “What are we supposed to do?”

Don’t assume that students are understanding because they are smiling and nodding their heads, sometimes they’re just being polite.
Do regularly check that students are understanding the lesson. When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills.

Don’t “ban” students from using their native language in the classroom. Forbidding students to use their primary languages does not promote a positive learning environment.
Do encourage students to continue building their literacy skills in their home language. Research has found that learning to read in the home language promotes reading achievement in the second language as “transfer” occurs. This transfer may include phonological awareness, comprehension skills, and background knowledge.

What are more do’s and don’ts that you would add to the list?

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