INSTRUCTOR BEST PRACTICES

� Conduct the class in the target language ONLY

(two exceptions – technical problems and the opening part of class 1, level 1)

� Set lesson and exercise goals

� Transition between exercises and topics

� Present new material clearly and efficiently

- be prepared and organized! – always know where you’re going next and how best to take

the student there; think ‘building blocks’

� Be clear and consistent with your instructional words/commands; deconstruct broad

instructions into step-by-step instructions for more difficult topics/exercises

� In the presentation phase, write out target vocabulary and structures in full at least once

� Use visual cues to separate concepts

eg. write out masculine and feminine forms in different colors and on different sides of the

screen, use ‘all caps’ to focus attention on the target vocabulary etc.

� Always work with ALL aspects of a construction – positive, negative, question forms,

contractions, verb conjugation changes etc.

� Always ask open-ended questions rather than yes/no questions

� Make sure the student always answers in FULL sentences, even if you have to write out the

sentence in full as an example for him/her to repeat

� Any explanations should be concise and to the point; use visuals to expedite where

appropriate

� Use the ‘round-robin’ style of Q&A for groups ASAP and for private classes, be sure the

student gets equal time asking questions as answering them

� Use a target list for the performance phase with visual cues to give feedback

eg. checkmark the list as they cover each item

� Ensure you cycle through EACH PPP phase for EVERY target

� Provide corrections at the appropriate time depending on the PPP phase, including writing

out corrections in full when they are confused

- before you correct, ask a probing question to see if they can make/find the correction

themselves

(this promotes the habit of self-correcting which is an important goal)

� Manage the different abilities within the group

ie. assign the harder tasks to the stronger students and/or start with a stronger student so

the weaker ones can have more examples to work with before they are called on

� Maximize student speaking time

eg. for private classes the minimum is 50-50 vs. with a group of 3 the minimum is 25% each,

including you or for a group of 4, it is 20% each etc.

� Customize the lesson with the students’ information – native language, home city/country,

family details, work info, hobbies, likes/dislikes etc.

(keep notes and update student info boxes at the top of the e-Ped card)

� Be patient

- give them a chance to think and respond before prompting them

� Give positive and constructive feedback only; you can praise both effort and achievement

� Vary your praise – both the praise words themselves and the intonation of your voice

- use the clap sound after a strong performance task

� Use friendly greetings and upbeat closings; ask for end of session questions; have a

student do a class summary/recap; thank them at the end of class

� ALWAYS assign (and check) homework

- write out the homework assignment on the screen at the end of class

� Maximize use of tools (box, underline, colors, etc) and resources (insert, app share, web, etc)

- use the white opaque/solid box to ‘erase’

- use the side notes with manually pasting (CTRL-V) from a .doc to save time checking

written homework

� Ensure students are properly using the tools too – writing, underlining, checkmark, change

colors etc.

� NEVER have a blank screen - use an opening/welcome slide; predefined background slide

� Be polite, respectful, culturally aware, and professional at all times

� Fill in e-Ped card and progress reports properly and timely