| The Introduction |
|---|
| Motivate | Create interest. Make the individual want to learn. |
| Brevity | Make your introduction brief, clear and convincing. |
| Why | Tell students what will be learned. Stress importance to individual. Tell them how it is to be used. |
| Associate | Relate to previous instruction and to what follows. |
| How | Outline the method of presentation. Let the students know what is coming and what is expected of them. |
| The Delivery |
|---|
| Attention | Be sure you have your students’ full attention before starting. |
| Volume | Adjust to the size of your audience. Be sure that you can be heard. |
| Enunciation | Speak clearly and distinctly. |
| Pronunciation | Be sure you are correct. Get the “dictionary habit.” |
| Avoid | Use of localisms, slang, profanity and monotonous connectives should be avoided. |
| Contact | Look directly at and speak directly to students. |
| Excuses | Prepare yourself. You won’t have to make excuses. |
| Vocabulary | Adjust to the level of the students. Define new terms. |
| Emphasis, Repetition | Gain emphasis by forceful presentation, repetition, gestures, pauses, and variation in rate, pitch and intensity. |
| Sell Your Subject | Convince yourself of its value. The rest is easy. |
| Prepare | Have your questions and expected answers ready prior to class. Be sure questions are clear and concise and answers definite. |
| Kind | Be specific. Each question should contribute to the instruction. Be certain that each point of the instruction is covered. |
| Stimulate Thinking | Phrase your questions to bring out the WHY and HOW. Don’t let your students guess. |
| Rotate Questions | Cover the entire class. Recognize and evaluate student’s responses. |
| The Summary |
|---|
| Essential | Summarize frequently as each major point is made. Conclude each period, course, or phase of instruction with a summary. |
| What | Restate major points. |
| Classroom Management |
|---|
| Preparation | There is no substitute for preparation. Know your subject and lesson plan. Check on seating, lighting, ventilation, instructional materials, equipment, training aids, and assistant instructors before class. |
| Exercise Control | Remember, you are the instructor. Don’t let a class get out of hand, don’t argue, and keep the lesson moving toward objectives. |
| Timing | Cover all material. Prepare a schedule and stick to it. |
| Be Alert | Continually check class reaction. |
| Question | Direct questions to inattentive students. Question students frequently to keep class alert and to check their understanding. |
| Demonstrations |
|---|
| When | If it will contribute to student learning or understanding. |
| Preparation | Plan every detail. Train personnel. Rehearse. Follow a written lesson plan. |
| Introduce | Carefully outline the procedure to be followed. |
| Realism | Make the situation genuine. Use realistic aids. |
| Explain | Cover every detail. Demonstrate only one thing at a time. Be sure that each is understood before proceeding. Leave out unnecessary information. |
| Safety | Emphasize safety factors. |
| Standards | Set high standards. |
| Summary | Review what the demonstration has shown. |
| Application - Practical Exercises |
|---|
| Why | Doing is the most effective form of learning. |
| Introduce | Carefully outline the procedure to be followed. |
| Phase | Work step-by-step. Complete each one before preceding to the next. |
| Standards | Set high standards. Continue work until they are met. |
| Supervision | Observe performance so that you can furnish constructive criticism. Correct errors on the spot. Don’t permit practice of incorrect methods. |
| Be Patient | Take time to assist students. Things which seem easy to you may not be so easy to them. |
| Competition | Developing a competitive spirit will increase interest, motivation and learning. |
| Evaluations |
|---|
| When | Informal testing should be continuous. |
| Performance | On the job performance is the best test of learning. Use it to check instruction when ever practical. |
| Oral | Good for informal testing. Limited to small groups. |
| Written | Good for testing large group. |
