Hints for Good Instruction

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.

Source: U.S. Navy