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Hints for Good Instruction

The Introduction
MotivateCreate interest. Make the individual want to learn.
BrevityMake your introduction brief, clear and convincing.
WhyTell students what will be learned. Stress importance to individual. Tell them how it is to be used.
AssociateRelate to previous instruction and to what follows.
HowOutline the method of presentation. Let the students know what is coming and what is expected of them.
The Delivery
AttentionBe sure you have your students’ full attention before starting.
VolumeAdjust to the size of your audience. Be sure that you can be heard.
EnunciationSpeak clearly and distinctly.
PronunciationBe sure you are correct. Get the “dictionary habit.”
AvoidUse of localisms, slang, profanity and monotonous connectives should be avoided.
ContactLook directly at and speak directly to students.
ExcusesPrepare yourself. You won’t have to make excuses.
VocabularyAdjust to the level of the students. Define new terms.
Emphasis, RepetitionGain emphasis by forceful presentation, repetition, gestures, pauses, and variation in rate, pitch and intensity.
Sell Your SubjectConvince yourself of its value. The rest is easy.
PrepareHave your questions and expected answers ready prior to class. Be sure questions are clear and concise and answers definite.
KindBe specific. Each question should contribute to the instruction. Be certain that each point of the instruction is covered.
Stimulate ThinkingPhrase your questions to bring out the WHY and HOW. Don’t let your students guess.
Rotate QuestionsCover the entire class. Recognize and evaluate student’s responses.
The Summary
EssentialSummarize frequently as each major point is made. Conclude each period, course, or phase of instruction with a summary.
WhatRestate major points.
Classroom Management
PreparationThere 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 ControlRemember, you are the instructor. Don’t let a class get out of hand, don’t argue, and keep the lesson moving toward objectives.
TimingCover all material. Prepare a schedule and stick to it.
Be AlertContinually check class reaction.
QuestionDirect questions to inattentive students. Question students frequently to keep class alert and to check their understanding.
WhenIf it will contribute to student learning or understanding.
PreparationPlan every detail. Train personnel. Rehearse. Follow a written lesson plan.
IntroduceCarefully outline the procedure to be followed.
RealismMake the situation genuine. Use realistic aids.
ExplainCover every detail. Demonstrate only one thing at a time. Be sure that each is understood before proceeding. Leave out unnecessary information.
SafetyEmphasize safety factors.
StandardsSet high standards.
SummaryReview what the demonstration has shown.
Application - Practical Exercises
WhyDoing is the most effective form of learning.
IntroduceCarefully outline the procedure to be followed.
PhaseWork step-by-step. Complete each one before preceding to the next.
StandardsSet high standards. Continue work until they are met.
SupervisionObserve performance so that you can furnish constructive criticism. Correct errors on the spot. Don’t permit practice of incorrect methods.
Be PatientTake time to assist students. Things which seem easy to you may not be so easy to them.
CompetitionDeveloping a competitive spirit will increase interest, motivation and learning.
WhenInformal testing should be continuous.
PerformanceOn the job performance is the best test of learning. Use it to check instruction when ever practical.
OralGood for informal testing. Limited to small groups.
WrittenGood for testing large group.

Source: U.S. Navy

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