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<h1 class="entry-title ">Classroom Management Strategies and Techniques</h1>
<h4 class="entry-meta"> <span class="cat-links"><i class="fa fa-folder-open-o"></i>Teaching Strategies, Teaching Tools</span></h4>
<div class="entry-content">
<h4>Paper airplanes fly across the room. Students race between desks. You can’t get a word in, as they yell over you.</h4>
<h4>It doesn’t have to be this dramatic, like a movie scene you’d watch in a media literacy lesson, but <b>poor classroom management will almost assuredly elevate your stress and burnout rates.</b></h4>
<h4>Unfortunately, 2006 research indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward approaches you can implement by yourself. These approaches can enhance prosocial student behaviour and academic engagement, establishing an orderly environment.</h4>
<h4>Available as a downloadable list to keep at your desk, <b>below are 20 research-backed classroom management strategies and techniques.</b></h4>
<h4>Use the ones that best appeal to your situation and teaching style.</h4>
<h2><b>Universal classroom management strategies</b></h2>
<h3>1. <b>Model ideal behaviour</b></h3>
<h4>Make a habit of demonstrating the behaviour you want to see, as many studies show that modelling <b>effectively teaches students how to act</b> in different situations.</h4>
<h4>A straightforward way to model certain behaviours is holding a mock conversation with an admin, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:</h4>
<ul>
 	<li>
<h4>Use polite language</h4>
</li>
 	<li>
<h4>Maintain eye contact</h4>
</li>
 	<li>
<h4>Keep phones in your pockets</h4>
</li>
 	<li>
<h4>Let one another speak uninterrupted</h4>
</li>
 	<li>
<h4>Raise concerns about one another’s statements in a respectful manner</h4>
</li>
</ul>
<h4>After, start a class discussion to list and expand upon the ideal behaviours you exemplified.</h4>
&nbsp;
<h3><b>2. Let students help establish guidelines</b></h3>
<img class="aligncenter wp-image-1650" src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-14-Class-with-raised-hands-1.jpg" alt="Young students sit in rows, raising their hands to answer the teacher's question." width="813" height="542" />
<h4>Encourage all students to help you build classroom rules, as <b>you’ll generate more buy-in than just telling them what they’re not allowed to do. </b></h4>
<h4>Near the start of the year or semester, start a discussion by asking students what they believe should and shouldn’t fly. At what points are phones okay and not okay? What are acceptable noise levels during lessons? This may seem like you’re setting yourself up for failure, but — depending on the makeup of your class — you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations.</h4>
&nbsp;
<h3><b>3. Document rules</b></h3>
<b>Don’t let your mutually-respected guidelines go forgotten. </b>
<h4>Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it’ll be easy for you to point to this document.</h4>
<h4>If you’re feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information.</h4>
&nbsp;
<h3><b>4. Avoid punishing the class</b></h3>
<h4>Address isolated behaviour issues instead of punishing an entire class, as <b>the latter can hurt your relationships with students who are on-task </b>and thereby jeopardize other classroom management efforts.</h4>
<h4>Instead, call out specific students in a friendly manner. For example:</h4>
<ul>
 	<li>
<h4>“Do you have a question?”, not “Stop talking and disrupting other students”</h4>
</li>
 	<li>
<h4>“Do you need help focusing?”, not “Pay attention and stop fooling around while I’m talking”</h4>
</li>
</ul>
<h4>This basic approach will allow you to keep a friendly disposition, while immediately acknowledging poor behaviour.</h4>
&nbsp;
<h3><b>5. Encourage initiative</b></h3>
<h4><img class="aligncenter wp-image-1652" src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-16-Student-at-the-front-of-class-condensed.jpg" alt="A student stands at the front of the classroom with her teacher, talking to her classmates, who are seated." width="797" height="531" />
Promote growth mindset, and inject variety into your lessons, by <b>allowing students to work ahead and deliver short presentations</b> to share take-away points.</h4>
<h4>Almost inevitably, you’ll have some eager learners in your classroom. You can simply ask them if they’d like to get ahead from time-to-time. For example, if you’re reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.</h4>
&nbsp;
<h3><b>6. Offer praise</b></h3>
<h4>Praise students for jobs well done, as doing so <b>improves academic and behavioural performance</b></h4>
<h4>When it is sincere and references specific examples of effort or accomplishment, praise can:</h4>
<ul>
 	<li>
<h4>Inspire the class</h4>
</li>
 	<li>
<h4>Improve a student’s self-esteem</h4>
</li>
 	<li>
<h4>Reinforce rules and values you want to see</h4>
</li>
</ul>
<h4>Perhaps more importantly, it encourages students to repeat positive behaviour. Let’s say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you’ll motivate other students to do the same.</h4>
&nbsp;
<h3><b>7. Use non-verbal communication</b></h3>
<img class="aligncenter wp-image-1653" src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-16-Teacher-using-hand-motions-condensed.jpg" alt="A teacher stands at the front of the classroom, using hand motions to supplement her talking." width="779" height="519" />
<h4>Complement words with actions and visual aids to <b>improve content delivery,</b> helping students focus and process lessons.</h4>
<h4>Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations — divided sections of your classroom through which students rotate — allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins.</h4>
<h4></h4>
<h3><b>8. Hold parties</b></h3>
<h4>Throw an occasional classroom party to acknowledge students’ hard work, <b>motivating them to keep it up. </b></h4>
<h4>Even if it’s just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you’re holding the party to reward them and they can earn future parties by demonstrating ideal behaviour, collectively scoring high on assessments and more.</h4>
<h4></h4>
<h3><b>9. Give tangible rewards</b></h3>
<img class="aligncenter wp-image-1654 " src="https://www.prodigygame.com/blog/wp-content/uploads/2017-02-28-Teacher-High-Fiving-Student-condensed-2.jpg" alt="A teacher high-fives a student who's completed her work, which is one of his classroom management strategies to reward good behavior." width="797" height="531" />
<h4>Reward specific students at the end of each lesson, in front of the class, as another <b>motivational and behaviour-reinforcement technique. </b></h4>
<h4>Let’s say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week — from candy to being able to choose a game for the next class party.</h4>
<h4></h4>
<h3><b>10. Make positive letters and phone calls</b></h3>
<h4>Keep students happy in and out of class by <b>pleasantly surprising their parents, </b>making positive phone calls and sending complimentary letters home.</h4>
<h4>When the occasion arises, from academic effort or behavioural progress, letting parents know has a trickle-down effect. They’ll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child’s learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching.</h4>
<h4></h4>
<h4><b>11. Build excitement for content</b></h4>
<img class="aligncenter wp-image-1655" src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-16-Teacher-waiting-for-answer-condensed.jpg" alt="A teacher stands at the front of her class, trying to build excitement by previewing interesting parts of the day's lesson." width="853" height="568" />
<h4>Start lessons by previewing particularly-exciting parts, <b>hooking student interest from the get-go.</b></h4>
<h4>As the bell rings and students settle, go through an agenda of the day’s highlights. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, “Throughout the day, you’ll learn about:”</h4>
<ul>
 	<li>
<h4>How to talk like you’re a teacher (sentence structure)</h4>
</li>
 	<li>
<h4>Why you don’t know anyone who’s won the lottery (probability)</h4>
</li>
 	<li>
<h4>What all the presidents of the United States have had in common (social analysis)</h4>
</li>
</ul>
<h4>The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehaviour.</h4>
&nbsp;
<h3><b>12. Offer different types of free study time</b></h3>
<h4>Provide a range of activities during free study time to <b>appeal to students who struggle to process content in silence, individually.</b></h4>
<h4>You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:</h4>
<ul>
 	<li>
<h4>Providing audiobooks, which can play material relevant to your lessons</h4>
</li>
 	<li>
<h4>Maintaining a designated quiet space for students to take notes and complete work</h4>
</li>
 	<li>
<h4>Creating a station for challenging group games that teach or reinforce curriculum-aligned skills</h4>
</li>
 	<li>
<h4>Allowing students to work in groups while taking notes and completing work, away from quiet zones</h4>
</li>
</ul>
<h4>By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.</h4>
&nbsp;
<h3><b>13. Write group contracts</b></h3>
<img class="aligncenter size-full wp-image-1656" src="https://www.prodigygame.com/blog/wp-content/uploads/2017-08-30-Teacher-Helping-Two-Female-Stdents-condensed-2.jpg" alt="A teacher offers advice to a pair of students working together to complete a question." width="600" height="400" />

<b>Help student group work run smoothly and effectively</b> by writing contracts that contain guidelines, having everyone sign.
<h4>Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class’s thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you’ve written the contract, encourage students to come up with consequences for violating expectations.</h4>
<h4>By having them sign a fresh version of the contract before each group task and project, you’re empowering them to hold each other accountable.</h4>
<h4></h4>
<h3><b>14. Assign open-ended projects</b></h3>
<h4>Encourage students to tackle open-ended projects — projects that don’t demand a specific product — to allow them to <b>demonstrate knowledge in ways that inherently suit them. </b></h4>
<h4>This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they’ll:</h4>
<ul>
 	<li>
<h4>Work and learn at their own paces</h4>
</li>
 	<li>
<h4>Engage actively with appropriate content</h4>
</li>
 	<li>
<h4>Demonstrate knowledge as effectively as possible</h4>
</li>
</ul>
<h4>With these benefits, students may actually look forward to taking on new projects.</h4>
<h4></h4>
<h3><b>15. Give only two marks for informal assessments</b></h3>
&nbsp;

<img class="aligncenter wp-image-1657" src="https://www.prodigygame.com/blog/wp-content/uploads/2016-12-07-Teacher-Marking-Work-condensed-3.png" alt="A teacher sits down at his desk, grading student work." width="784" height="553" />
<h4>Recall a time you saw a big “F” in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.</h4>
<h4><b>So, consider avoiding standard marks on informal and </b><b>formative assessments</b><b>.</b></h4>
<h4>Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn’t meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.</h4>
<h2><b>Classroom management strategies for individual students</b></h2>
&nbsp;
<h3>16. <b>Use EdTech that adjusts to each student</b></h3>
<h4>Give students who struggle to process your content opportunities to try <b>educational technology that adapts to their needs. </b></h4>
<h4>There are many games and platforms that use adaptive learning principles to detect a given student’s skill deficits, serving him or her content to help overcome them. For example, Prodigy is a math video game that adjusts its content to help students address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers. More than 800,000 teachers currently use Prodigy, as it’s aligned with curricula across the English-speaking world.</h4>
&nbsp;
<h3>17. Interview students</h3>
<h4>Interview students who aren’t academically engaged or displaying prosocial behaviour to <b>learn how to better manage them.</b></h4>
<h4>While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:</h4>
<ul>
 	<li>
<h4>What helps them focus</h4>
</li>
 	<li>
<h4>Who they work well with</h4>
</li>
 	<li>
<h4>Their favourite types of lessons</h4>
</li>
 	<li>
<h4>Their favourite in-class activities</h4>
</li>
 	<li>
<h4>Which kinds of exercises help them remember key lesson points</h4>
</li>
</ul>
<h4>Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.</h4>
&nbsp;
<h3><b>18. Address bad behaviour quickly</b></h3>
<img class="aligncenter wp-image-1651 " src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-16-Teacher-talking-with-student-condensed.jpg" alt="A teacher sits down with a misbehaving student, talking to him about his behavior as one of her classroom management strategies." width="777" height="518" />

<b>Avoid hesitation when you must address bad behaviour,</b> especially when a student breaks a documented rule.
<h4>Acting sooner than later will help ensure that negative feelings — whether between students or you and a student — won’t fester. Failure to act can result in more poor behaviour, leading to needlessly-difficult conversations.</h4>
<h4>But keep in mind: It’s usually <b>best to talk to the student in private.</b> Emerging research shows that punishing students in front of peers has “limited value.”</h4>
<h4></h4>
<h3><b>19. Consider peer teaching</b></h3>
<h4>Use peer teaching as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.</h4>
<h4>Peer teaching activities, such as pairing students together as reading buddies, can be <b>especially beneficial for students who suffer from low confidence and poor interpersonal skills. </b></h4>
<h4>Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize these benefits by asking questions and receiving immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you’ll likely find the benefits are worth the work.</h4>
<h4></h4>
<h3><b>20. Gamify personal learning plans</b></h3>
<img class="aligncenter wp-image-1658" src="https://www.prodigygame.com/blog/wp-content/uploads/2018-03-16-Happy-student-with-tablet-condensed.jpg" alt="Young students sit smiling at a desk, using tablets to complete work." width="770" height="513" />
<h4>Motivate students on personal learning plans by gamifying those plans, as studies — such as <a href="http://humanict.skku.edu/data/paper_present/%EC%A0%95%EB%8F%99%EB%85%98_%EC%A1%B8%EC%97%85%EB%85%BC%EB%AC%B8_%EB%B0%9C%ED%91%9C%EC%9E%90%EB%A3%8C.pdf" target="_blank" rel="noopener noreferrer">recent research from South Korea</a> — indicate this will <b>continuously engage and incentivize them.</b></h4>
<h4>Consider gamification strategies such as:</h4>
<ul>
 	<li>
<h4><b>Adjusting your scoring system — Give experience points (XP) — along with traditional scores — on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows the effort to learn.</b></h4>
</li>
</ul>
<ul>
 	<li>
<h4><b>Using stages — Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they’re gamers, they’ll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.</b></h4>
</li>
</ul>
<h4>If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.</h4>
<h3><em><strong>one of the board exam questions will be about the classroom management strategies and techniques, these are the 20 classroom Management strategies:</strong></em></h3>
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<div class="section">
<div class="layoutArea">
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<h4>20 Classroom Management Strategies and Techniques</h4>
<ol>
 	<li>
<h4>Model ideal behaviour: Demonstrate behaviour you want to see by holding mock conversations and interactions with another teacher in front of your students.</h4>
</li>
 	<li>
<h4>Let students help establish guidelines: Ask students what they think is and isn’t acceptable behaviour, encouraging them to suggest rules for the academic year.</h4>
</li>
 	<li>
<h4>Document rules: Ensure your guidelines aren’t forgotten by writing them down and distributing them as a list for students to keep and reference.</h4>
</li>
 	<li>
<h4>Avoid punishing the class: Address isolated behaviour issues instead of punishing the entire class, so as to avoid hurting your relationships with on-task students.</h4>
</li>
 	<li>
<h4>Encourage initiative: Promote growth mindset by allowing students to work ahead in certain units, delivering brief presentations to reinforce your lesson material.</h4>
</li>
 	<li>
<h4>Offer praise: Recognize hard work by openly congratulating students, encouraging ideal behaviour and inspiring the class.</h4>
</li>
 	<li>
<h4>Use non-verbal communication: Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.</h4>
</li>
 	<li>
<h4>Hold parties: Throw an occasional classroom party to acknowledge students’ hard work, motivating them to keep it up.</h4>
</li>
 	<li>
<h4>Give tangible rewards: Reward specific students at the end of each lesson, in front of the class, as another motivational and behaviour-reinforcement technique.</h4>
</li>
</ol>
<h4>10. Make positive letters and phone calls: Make positive phone calls and send complimentary letters home, possibly encouraging parents to further involve themselves in their children’s learning.</h4>
<h4>11. Build excitement for content: Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.</h4>
<h4>12. Offer different types of free study time: Provide different activities during free study time -- such as group note-taking -- to help students who can’t process content in silence.</h4>
<h4>13. Write group contracts: Help student group work run smoothly by writing contracts that contain clear guidelines, asking each group member to sign a copy.</h4>
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<h4>14. Assign open-ended projects: Encourage students to tackle open-ended projects to allow them to demonstrate knowledge in ways that suit and appeal to them.</h4>
<h4>15. Give only two marks for informal assessments: Consider avoiding standard marks on informal and formative assessments, simply stating if a student did or didn’t meet expectations. If they didn’t, give them a task to improve competency.</h4>
<h4>16. Use EdTech that adjusts to each student: Give students who struggle to process content opportunities to use adaptive learning technology, such as Prodigy.</h4>
<h4>17. Interview students: Interview students who aren’t academically engaged or displaying prosocial behavior to get insights about how to better manage them.</h4>
<h4>18. Address bad behaviour quickly: Don’t hesitate when you must address bad behaviour, as acting sooner rather than later will ensure that negative feelings don’t fester.</h4>
<h4>19. Consider peer teaching: Use peer teaching activities -- such as paired reading -- if you feel your top performers can help engage and educate disruptive and struggling students.</h4>
<h4>20. Gamify personal learning plans: Motivate students on personal learning plans by gamifying those plans, through tactics such as awarding XP (experience points) throughout a unit to quantify skill mastery.</h4>
<h4><strong>Board Exam Second question :</strong></h4>
<h1 id="section_0" class="title_lg"><a href="https://m.wikihow.com/Make-a-Lesson-Plan">How to Make a Lesson Plan </a></h1>
<h4>please see this website  https://m.wikihow.com/Make-a-Lesson-Plan</h4>
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<h3 class="entry-title">7 STEPS TO PREPARE AN EXCITING AND EFFECTIVE LESSON PLAN</h3>
<h4>Steps to Prepare an Exciting and Effective lesson plan. A well-planned lesson can be described in two words: exciting and effective. In fact, these two adjectives are interlinked as any lesson that is exciting for students will have some educational value and will be effective. This is because learning should essentially be associated with positive motivation, excitement and passion. So whatever is taught with these qualities in mind will stay with students for longer and will help them develop lifelong skills and attain knowledge.</h4>
<h4>However, there are a few traps that even experienced teachers often fall into. You want to cover the material you are expected to and giving it too much focus you forget about the fact that the lesson should be fun and exciting for your students to retain the knowledge and develop skills. The opposite is that you are trying too much to make your lessons fun without adequately planning the learning process for your students. Yes, they will still learn something by having fun but not necessarily that what you want them to learn. Therefore, you need to be careful when balancing your lesson planning to make sure they have fun and actually learn what you expect them to.</h4>
<h4><em>The following steps will help you organize the way you plan your lessons so that they are both appealing and effective.</em></h4>
<h2><strong>STEP 1 – </strong><strong>CHOOSE REALISTIC LEARNING GOALS</strong></h2>
<h4>Before you begin planning you need to know what specific skills and knowledge you want your students to develop during one single lesson or unit. Making two separate lists helps to have a clear picture of what you are trying to achieve, and it is also necessary as skills and knowledge are two completely different things. Teachers often focus too much on knowledge forgetting about developing skills which in the long term are more important than knowing mere facts. So don’t plan too much as it may be impossible to achieve. It’s much better to plan less and cover it adequately allowing your students enough time to digest and absorb new information their own way.</h4>
<h2><strong>STEP 2 – </strong><strong>PICK EXCITING TOPICS OR LEARNING C</strong><strong>ONTEXTS</strong></h2>
<h4>Even if you have a curriculum to cover that tells you what specific topics to teach and they do not seem super interesting, try to find something unique and fascinating about them. There is always a way to make even the most boring topic appealing to your students. The best way to do so is to look for some meaningful connections between the topic and your students’ current interests. For example, a specific historical character might have had some unusual hobbies, little secrets, pets, toys or favourite songs that can seem funny or maybe even disgusting, repulsive or controversial. This might be a great starting point to build your lesson on.</h4>
<h2><strong>STEP 3 – </strong><strong>KNOW YOUR STUDENTS</strong><strong>’ NEEDS AND TALENTS</strong></h2>
<h4>This is an absolute must which will help you choose your learning goals, topics and teaching approaches adequately. You need to know well what your students are good at, what skills they need to develop, what fascinates them the most, and what their preferred learning styles are. Their special requirements related to disabilities, delays and special talents should be taken into consideration when you plan your lessons. Remember that you need to prepare your lessons with all your students in mind and that your main goal should be to meet their needs and offer them enabling environments to learn their preferred way.</h4>
<h2><strong>STEP 4 – </strong><strong>USE A RANGE OF TEACHING APPROACHES AND METHODS</strong></h2>
<h4>Choosing various methods of delivery will not only make your lessons more dynamic, but it will also facilitate the learning process as this way you are more likely to appeal to individual students’ preferences. One of the most effective and preferred approaches in modern teaching are experiential/hands-on learning, multi-sensory learning, collaborative learning, entrepreneurial education and project-based learning just to name a few. Introducing movement, music, discussions, brainstorming sessions, multimedia, projects or teamwork will help you cater for different learning styles, offer equal opportunities to all your students, and enable them to learn through their talents.</h4>
<h2><strong>STEP 5 – </strong><strong>SELECT APPEALING RESOURCES</strong></h2>
<h4>Whether you teach pre-school children or school students, they all are very tactile. This means they learn by touching and manipulating things and objects. So make sure you provide enough opportunities for your students to actually have their hands on various interesting objects and resources to facilitate the learning process. Accompanying your lessons with various audio-visual materials will additionally help your students make sense of what you are trying to teach them. Always choose good quality resources that come from reliable sources, and make sure they are safe for your students to use, touch, smell or work with. Also, using authentic and multi-cultural resources will add extra educational value to your lessons.</h4>
<h2><strong>STEP 6 – </strong><strong>FAIR A</strong><strong>SSESSMENT</strong></h2>
<h4>Assessment is a very important part of your planning, and I don’t mean testing here. Checking your students’ understanding at the end of the lesson may not be the best idea if you hadn’t observed them during the whole session and adjusted your teaching accordingly. In the end, your students’ understanding will be as good as your delivery. A reflective teacher uses observation skills during the entire session to make sure if their planning needs changes. This is necessary as it may turn out that your session is too difficult or too easy for your students, requires more or less time to cover, that your students may have interesting suggestions that need to be taken into consideration immediately, etc. So, it is wise to think about the assessment as an ongoing observation rather than just a single test. If you need to introduce tests or similar forms of assessment, you may as well do so but make sure it is not the only method you use.</h4>
<h2><strong>STEP 7 – </strong><strong>EVALUATION</strong></h2>
<h4>Every single lesson is a chance for the teacher to improve their teaching practice. For this reason, it is good to make a habit of analyzing your lessons and finding out how your students responded to certain activities, resources or methods you have used. It always helps when you try to identify the most effective tools that are worth using and those that may need modification.</h4>
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<h1 style="text-align: center;">TESOL Course Sumarry</h1>
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<h1>- METHODS AND APPROACHES</h1>
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