what method of instruction have you utilized/studied that you would incorporate into your classroom practice?
408563
Group work, hands down.  Students learn more from each other than they learn from lecture.  Give assignments to groups (even just simple worksheets) and have them turn ONE in for the whole group.  Never let the groups grow beyond 5 or 6 members and assign the members randomly to their groups.  You'd be amazed how much they learn from each other and how much they enjoy and retain the material
1154206
I believe it really depends on the individual student.  I also liked the 'hands on' reply.  Whether you are teaching one or many students, don't get stuck on one routine.  Vary them to keep the students interested and challenged!
233789
Both, u learn in both ways.. remember: "teaching is learning twice!!"
146736
I wish there was a book.  I've found the best way is to simply talk to other teachers.  Borrow their ideas and shape them into what will work for you and your class.  It seems like at most staff developments the best you can hope to come away with is a few good ideas.
327141
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames. I have taught for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three, even four hours. Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html...\n\nhttp://www.rpg.net/sites/edu/1-2.html...\n\nhttp://subscriptions.fasfind.com/wwwtool...\n\nhttp://www.gama.org/uploads/ns/xx/nsxx7l...\n\nGive it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.
489290
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames. I have taught for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three, even four hours. Not only that, but they then show the most rapid improvement.\nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.
20866
Research, Study, Understand the lessons, and also listen to the lectures your teacher is teaching you. If you don't undertsand the lectures your teacher is teaching, ask qusetions. . .That's why we have teachers, we ask them things we don't understand. . .ü Hope I Helped!
40797
Hi! \nHere are some Internet resources that would help you out:\n\nhttp://tep.uoregon.edu/workshops/teachertraining/largeclasses/faq/faquo/classroom/classroom.html\n\nLarge Classes: Limiting the Chaos:\nhttp://www.adm.uwaterloo.ca/infotrac/tips/largeclasses_limitingthechaos.pdf\n\nClassroom Management Techniques and Tips: Workshop Handout from GMU Faculty Development Center:\nhttp://www.gmu.edu/cte/classroomanagement.doc\n\nClass Size and Writing:\nhttp://www.findarticles.com/p/articles/mi_qa4116/is_200504/ai_n13502917\n\nMeeting the Challenges of Larger Classes:\nhttp://www.utoronto.ca/ota/LargerClasses.pdf\n\nThere have also been a couple of books put out on this topic recently. Go to amazon.com and do a book search with "teaching large classes."\n\nHope this is helpful to you!! Happy New Year!!\n\nHope this helps.
589577
Total Physical Response (Dr. James J. Asher, the main book was called learning through action)\nYou say stand up.  You stand up.  You gesture for the class to stand up.  (if you speak their language, you can explain what you are doing in advance).\nYou say sit down.  You sit down.  The class sits down.\nThe mains steps:\nModel three commands (Stand up, sit down, hop, for example)\nDelay modelling (wait a sec to see if the class does the action)\nAdd three more, adding some adverbs (quickly, slowly, and some places, to the door, on the chair)\nNovel command (combine the commands in a way they haven't heard before to check for comprehension)\nChain command--three commands in a row in random order as quickly as you can.\nEyes closed.  Students shut eyes and act out command as you give them.  You can tell which ones are still not there.\n\nContent:\nAction verbs (take, put, walk, run, hop, turn, stand up, sit down, point, touch)\nAdverbs (slowly, quickly)\nnegative (be sure to use negative commands--don't put the pencil on the table, put the pencil on the shoe)\nCommon classroom nouns and adjectives (door, board, desk, table, student, teacher)\nclothing and colors (walk to the boy in the blue shirt and point at him)\nThere are books with lesson plans for a years worth of TPR (B. Segal and J. Asher) I generally work with it for two three weeks.  \nAfter a few days, your students will be dying to speak.  You can introduce either/or and yes/no questions, (Walk to the door.  Class, did Lucia walk to the door?  Did whe walk to the door or to the board.  That's right, Lucia didn't walk to the board, she walked to the door.) \nIt works very well for beginners in any language.
18715
Hands-on practice man. That's the best teacher. There is a lot of resources on the web.
64180
The teaching technique is called student feedback.  The instructor is trying to determine if enough students have understood the material presented well enough to proceed to the next topic.
978794
Do demonstrations! For volume, for example, you can show a cone has a third the volume of a cylinder with the same radius by pouring water from a cone to the cylinder. Most students guess that the volumes are about the same and it's a demonstration that sticks in their minds. \n\nAnything outside of the classroom is great (if you can do that). Interactive stuff is always good. Get them to estimate the area of the basketball court or other playing surface. Or figure out how many people you could fill your classroom with if they were all lined up lying down.
1157011
this may be kinda simple.....but practice, practice, practice!
367042
Yeah, a lot. For a spelling test or for French class, I'd write any words i was having trouble real lightly on my desk, then wipe it off. I'd also leave my notebook open on the ground then either drop my pencil or tie my shoes so I could look at my notebook. I'm a bad student. :p
550674
D.) Teachers can use surveys as useful tools. If many people in the class enjoy  Activity X (whatever most like to do) the teacher can find ways to teach his subject matter through that activity or through discussion of that activity. For example, an English language teacher learns that his students really like popular music. He can then use examples from song lyrics to teach the students various parts of speech and their usage.
280544
First of all what lesson?\n\nIf you mean in general I would have to say motivation is the best was to start a lesson.  Get the learners motivated about what they are about to learn.
305622
Go to class one day with a big duffel/sports bag. Put anything in the bag - old newspapers, soft toys, you name it. Right at the top of the bag, put something that you think might interest your students - depending on their age and sex it might be a newly released CD, or a favorite sports magazine, or the latest in hand held PS2's. Make sure the bag is zipped closed. As you enter the classroom put the bag somewhere very obvious (but within easy reach of yourself). \nStart your class in the normal way, and somewhere within the first 5 minutes mention to them that you have a bag of goodies you want to use for today's class. But you first have to deal with some grammar/vocab/etc. Handle the class like you normally would. Maybe remind them that you have to finish the work to get to the bag with stuff. Make sure your face gets all excited when you mention the bag - they might start to wonder what is in the bag. Try to ignore the rowdy ones and concentrate on the well behaved ones. If the class gets very rowdy, just touch the bag, or maybe just take a sideways glance at it. Make sure your kids see this. \nNow, if the class didn't behave like you would have wanted them to behave, end the class (when time is up) with a sentence like, "Oh, I'm so sorry we didn't have time to look at what's in the bag. Act like they're not in class with you, open the bag, take out the noce goody at the top (zip up again and don't let them see what's at the bottom of the bag), and start paging through the magazine/take out your diskman and listen to the CD (making sure they see the cover)/ or do whatever you want to  with the goodie. \nDON'T say anything to them after that. Just shrug your shoulders if they have any comments.\nNow, say they were good, you could use that article in your class just before time's up. \nFor the next lesson they have with you, again bring your bag. This time make sure you have something they are really keen about, and that you have a plan on how to incorporate it in your classroom. Follow the same procedure as the first lesson. (If you used a CD the first time, maybe come to class listening to it over your diskman, or play it on the classroom CD player until they start to arrive for class.) Again, if they're not good - no bag. \nKeep this up for at least 4/5 lessons. Sometime during these 4/5 lessons, tell them that they didn't have time to work with the bag's contents, so that means they will have to do extra homework - the reason for this is that the contents of the bag would have helped them to understand something better/practice a grammar concept/practice some vocabs. But because they didn't get to the bag, they have to do extra homework to make up for the lack of practice.\nTry it. I used it on a few classes at different schools, with different age groups, and in all instances, it worked by the 3rd lesson. \nTo keep them on their toes afterwards, why don't you plan for some type of fun activity once every 4/5 lessons. Maybe help them to learn their favorite song's words. Let them bring their own CD's to class and have a listen to the CD day - be sure to have them rate each other's CD's and say why they like it/don't like it (all in good English, of course). \nTry not to involve the director or another teacher, if possible. This will show them that you can't handle them and they will feel totally in control Even if some are punished by the director, they will become martyrs, and you will be able to get less out of them. Always try to handle the problems without losing your cool. They like seeing teachers squirm - it is a natural drug for them! \nGood luck, and if you try it, let me know how it worked.