1. Remember that “presenting” is not learning. Telling is not teaching. You may think that you have taught your students. However, if they haven’t learned “it”, you have not really taught “it”.

2. Relevancy results in better understanding. Use a familiar structure, situation, or context during instruction. Determine relevancy by using a K-W-L.

3. Because vocabulary meaning is dependent upon the situation in which it is used and the response it gets, be sure that your choice of situation and context is clear. Topics or themes have correlative vocabulary that provide students with a “hook” on which to hang their learning.

4. Present one new thing at a time. Use new vocabulary in old structures; use new structure with old vocabulary. This is called “recycling”. It is necessary because it benefits language development and understanding through reinforced repetition. It benefits language development and understanding through reinforced repetition.

5. Thoroughly review your instructional plan. Does it make sense? Does it include clearexamples in context for linking new learning to students’ prior knowledge and/or experience? Are you aware that new learning should focus on only six ideas or points? Literature reports that most people can remember on SIX NEW THINGS. Have you built in a goal, objectives, anticipatory set, time for practice with you, reteaching, checking for understanding, assessing, and summarizing learning? Have you collected enough materials such as pictures, books, objects, etc. and are they readily available in the classroom?

6. Take no chances. Check often to be sure that students understand. Remember that STUDENTS– NOT THE TEACHER – must summarize their learning during instruction or for closure. The teacher should already know the material!

7. When possible, use students’ names often. BE CAREFUL THAT YOU NEVER EMBARRASS A STUDENT.

8. Teach succinctly without chattering and confusing students’ thinking.

9. Try to be creative. The same thing over and over again is boring for learners and for you! However, in being creative, stay on course to meet the goal. Creativity that becomes complex and unnecessary causes frustration and confusion for learners.

10. Remember: During instruction, the teacher should aim to talk only 25% of the time; the student 75% of the time! Students, not the teacher, are the ones who need to practice the new vocabulary, usage and the new learning.

11. Teach students that “It’s your attitude, not your aptitude, that determines your altitude."

12. Observe your colleagues as they teach and be sure to share ideas and materials. Everyone then benefits.