Teaching for good behaviour
Teaching for good behaviour

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Teaching for good behaviour

3 Lesson delivery

The way in which we deliver our lessons will have an impact on the students' interest and engagement in the work. If we appear enthused and excited by the subject that we are studying, then at least some of this enthusiasm will inevitably rub off on our class.

The successful teacher will deliver his or her lessons with a sense of:

  • Pace: keeping the class and the learning moving forwards.

  • Clarity: knowing where the lesson is going.

  • Energy and enthusiasm: giving the feeling that the teacher enjoys what they are doing.

  • Positive attitude: making use of positive language and engendering good feelings in the students.

  • High expectations: that the students will want to do their very best.

  • Imagination: that learning can be original, interesting and creative.

Delivering your lessons in this way is not easy, particularly when you are feeling tired, under stress, or overloaded with work. As teachers, we only have a limited amount of energy available, and it is therefore important to spend this energy in the most positive ways that we can.

Click on the plus and minus signs below to see more about positive and negative uses of your energy.

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Click on the link below to read 2 examples of how to begin a lesson, these will be used in the activity below

Lesson openings [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]

Now look at Activity 2.

Activity 2

When considering the delivery of your lessons, it is worth taking a few moments to stand in your students' shoes. Viewing the teacher from their perspective will help you understand the elements that go together to give a sense of excitement about, and interest in, the work.

Click on the link above and read the two samples taken from the beginning of a lesson. Consider the experience of this lesson from your students' perspective, perhaps discussing your ideas with a colleague.

  • How will the students be feeling about the work that is about to take place?

  • How might this feeling affect their behaviour during the lesson?

  • Which specific words or phrases could engender a positive or negative feeling in the students?

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