A Comprehensive Guide to Teaching Techniques for Training Institution Teachers
Time:2026-01-22
Source:Artstep
Learn these points to easily master the classroom:
Attract students' attention and make the classroom quiet
1. Try to do nothing first.
Standing quietly, completely calm. The nearest student will notice, and gradually other students will also notice. Leave one or two minutes before giving the lecture.
2. Don't shout loudly!
If you still haven't quieted down, please restrain the impulse to shout out "quiet down" loudly. Let's have a quiet chat with a few students who seem ready to listen to the lesson.
3. Utilize human curiosity.
Sometimes whispering is a good idea! Human nature also includes curiosity that refuses to miss anything. Speak softly to the students closest to you, and many of the remaining students will also stop talking so that they can hear what you are saying.
4. Assign some tasks first.
Find something for the students to do before class. Print these tasks on paper and distribute them, or write the labels on the blackboard.
5. Don't take the chaos of students as disrespect towards you.
This is the most natural human nature, unless something noteworthy happens.
Dealing with interference
1. Accept the fact that you have also been disturbed.
Trying to ignore the source of interference and continue teaching has no benefits, as most students' attention has been disrupted by the interference. Or they are paying attention to how you will react, instead of focusing on what you are saying or doing.
2. Note that some disruptive events are irresistible.
In this case, it is important not to criticize students who cause interference or embarrass them at this time.
3. Be patient with colleagues.
Be particularly careful when disturbed by colleagues or other teachers, even if their disturbance is unwelcome and not due to urgent matters, but you must treat them gently and never let students see that you have a little bit of impatience.
4. Transform distractions into positive learning experiences.
If possible, identify areas worth learning from student interference. The more they perceive their interference as being taken seriously, the more they pay attention to avoiding unnecessary interference.
5. Pay attention to your distance from the students.
Get closer to students who cause interference. Standing next to students has a much greater impact on them than standing at the other end of the classroom.
6. Find the motivation for interference.
If the interference persists, it may make students tired of listening to lectures and hope to have some clearer tasks. At this point, it is important to avoid the idea of "starting and finishing".
7. Prepare some things for students who cause interference to do.
Prepare some relevant questions for the class content of the day, and if necessary, ask students to answer a question when they interfere. This is very useful for dealing with those discouraging distractions.
Avoid class chaos
1. Explicitly stipulate some code of conduct for the class.
If possible, involve students in formulating rules and regulations. The more they have a sense of ownership, the more they are able to follow these systems.
2. Reward good behavior immediately.
Give them a smile, a few words of praise and encouragement. Students who usually perform poorly should be praised in a timely manner when they occasionally perform well - because with praise, they may truly perform well.
3. Accept signals from students.
Changing the way classes are conducted based on student feedback is an advantage, not a disadvantage.
4. When a student causes trouble, immediately transfer them to another part of the classroom.
This can indicate that you have noticed the problem, and on the other hand, it can also give the student a chance to reform themselves.
5. Find time to calm down.
If you get angry with a student, try to find a few minutes for both parties to calm down - take the relevant student out of the classroom for a while. This can also lay the groundwork for saying 'I'm sorry for what happened, but how can I guarantee that similar things won't happen again' in the future.
6. Investigate the causes of improper behavior.
Talk to the student who is causing the problem individually and try to identify the reasons for their behavior. Sometimes these reasons are understandable and forgivable.
7. Do not have high expectations for students.
We will never belittle them either. Ensure that the assigned tasks are suitable for the students' level, and believe that even weaker students have their own goals. Clearly state or simply omit the evaluation criteria for the assignments you have assigned. All of the above require you to have a sufficient understanding of students' practical abilities in order to assign tasks that they can complete.
Using Blackboard
1. How clear is the blackboard?
Check the size of your blackboard font to ensure that the student sitting in the last row can read it clearly.
2. Utilize the upper part.
Ensure that the upper half of the blackboard is fully utilized. Only use the lower half of the blackboard when it is confirmed that the students in the back row will not be blocked by the students in the front row.
3. List the class schedule.
Write the questions to be discussed on the blackboard so that students can still see them when you answer them.
4. Enable students to see clearly and hear clearly.
When writing on the blackboard and facing away from the students, do not give a lecture.
5. Give students the opportunity to write on the blackboard.
Treat the blackboard as a public domain and have students write something on it.
6. Treat the blackboard as a classroom resource.
Assign a "chalkboard task" to several groups of students. For example, when starting a new topic, students are required to organize and write down "10 questions we want to know" on the blackboard.
7. Write the students' words on the blackboard.s.
We will never belittle them either. Ensure that the assigned tasks are suitable for the students' level, and believe that even weaker students have their own goals. Clearly state or simply omit the evaluation criteria for the assignments you have assigned. All of the above require you to have a sufficient understanding of students' practical abilities in order to assign tasks that they can complete.
}}Whenever possible, write down on the blackboard what students say when answering questions, making them feel that their ideas are being valued. When students see their words written on the blackboard, they develop a stronger sense of ownership over the issue being discussed, and their attention becomes more focused.
Ensure equal opportunities during teaching
1. Ensure consistency in student behavior.
Ensure that you treat students with the same attitude when asking them to answer questions or express opinions, regardless of their background.
2. Mix boys and girls into groups to complete the task.
At a certain age, the natural tendency of students is to sit with classmates of the same gender, and you must intervene in the seating arrangement. Do not group by gender, but try to use more casual methods, such as grouping by age and hair color.
3. Avoid discriminatory role assignments.
Try to avoid asking only boys to carry furniture and boxes, or only girls to do cleaning work.
4. Raise students' awareness of equality.
Encourage them to objectively deal with unfair events. Help them find practical and feasible solutions to address inequality issues.
5. Pay attention to students who may face unequal treatment.
Get feedback from students and pay attention to any emotions that may arise due to unfairness in some aspect.
6. Prevent student bias.
Criticize students who display bias in their words and actions, and guide them towards developing a correct and fair attitude.
7. Pay attention to gender reactions as much as possible.
Because boys always perform worse than girls. Carefully observing boys' reactions to various tasks and activities may also help you engage in activities that promote fair handling.
8. Pay attention to the balance of humor.
Do not make jokes or anecdotes that may be perceived as insulting by a certain group of people.
Strategies to evoke a sense of achievement
1. Explain the requirements for each semester to the students.
Tell them what they need to learn and practice during this period, and make sure it aligns with your overall plan.
2. Set different goals for students based on their abilities or previous performance.
Students all need progress and challenges. If you assign the same task to all students, it can only satisfy a very small number of students.
3. Teach students to visualize their learning process.
Teach them to use charts. Mark the results achieved each time. This also contributes to students' time management skills.
4. Set goals based on the previous performance comparison.
If possible, ask students to review their past performance, develop a transition plan to check learning outcomes and provide feedback information, and tap into each student's maximum potential.
5. Integration of examination and learning.
Ensure that the exam is closely linked to the prescribed learning objectives; Ensure that the exam has specific standards that can be completed within a certain time frame and produce certain results. Exam difficulty will be more helpful for students' learning.
6. Advocate for a culture of advanced learning in the class.
High standards and requirements are not only a motivation, but also an expectation. If teachers constantly demand high standards, students who have lofty aspirations and hope to tap into their maximum potential are the most likely to succeed.
7. Let students arrange their own learning.
Helps cultivate students' autonomy and lifelong learning ability, making them more confident in continuing their education.
Correcting students' homework
1. Leave space for comments.
For example, ask students to leave blank spaces on both sides of the paper or at the end of the assignment for you to make comments.
2. Understand the students' emotions when they receive their corrected homework.
Remember, when students receive their graded assignments, they are usually very nervous, which means they are sensitive to the comments on the workbook, especially the ones they first see.
3. Remember the importance of grades.
If you grade students, they often pay attention to the score first, and the score will also dominate their reaction to the comments you write. If the score is too high, they may ignore most of the feedback; But if the score is too low, they may be very frustrated and not even look at the comments you write. In response to these situations, carefully consider whether scoring is really important, and perhaps whether it is necessary to provide feedback first before scoring.
4. Be careful when dealing with crosses.
Remember, the red cross next to a mistake can make people feel very frustrated and discouraged. Try to use other methods to point out students' mistakes, such as using highlighters to draw the wrong parts and marking them next to them.
5. Find a better way than checking.
Although red dots are good news for students, we can also add some more affirmative words, such as "good point of view", "well done", etc., which can greatly encourage students.
Obtain feedback information from students
1. Pay attention to information that can provide feedback.
Students' facial expressions are the fastest source of feedback. They will provide feedback on you, the assignments you assign, and your teaching methods. By careful observation, you will immediately distinguish whether their attitude towards something is enthusiastic or annoyed.
2. Collect evidence that expresses students' viewpoints.
Do we need to send some questionnaires to students to obtain their feedback on a certain event.
3. Ignore non serious information.
There are always some students who don't answer questions seriously. Ignore these issues and focus on useful information.
4. Accept praise.
Do not ignore or reject students' praise for you. Let the students who acknowledge you know that you have seen their information, rather than excluding all positive information.
5. We also accept negative information.
Regard the obtained information as feedback, rather than criticism, willing to listen and help students express negative information. A better approach is to thank them for their evaluation.
6. Make students believe that their opinions can be effective.
Tell the students that you will redesign the course based on their feedback.