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  • Hello and welcome to Teachers Room.

  • Shown it by teachers.

  • Four teachers.

  • I'm done and I'm Sean.

  • This represents topic.

  • No teacher is perfect.

  • Not even there?

  • No.

  • Even then, all teachers have a bad habit.

  • But being a good teacher means reflecting on your teaching practice and trying to improve it.

  • So here are three bad habits that many teachers do that Make sure you don't.

  • That's right.

  • Please note that all the examples in this program are bad.

  • Example.

  • Don't copyists first.

  • Bad habit is too much t t t.

  • That's teacher talking.

  • For example.

  • You set a task, and then you go on and on giving more and more examples or you ramble off into another conversation and forget the task entirely.

  • Stop!

  • Stop it!

  • That rule classes have a minimal teacher talking time in something around 78 students.

  • That's right.

  • Now an example would be I used to be fat.

  • Actually, you know, I did used to be fair.

  • You know what happened?

  • It was in secondary school because she told me an ice cream.

  • Oh, guys, that's break time.

  • Our next bad habit is echoing.

  • Go in there.

  • This is a repeat.

  • Exactly what the students have set.

  • Now, this might be done to clarify what they've said.

  • Yeah, Or to make sure the rest of the class have heard or to reassure the student themselves that you understood what they just said.

  • But whatever reason you have for doing this, don't do it.

  • You are undermining.

  • Yeah.

  • It's showing the class that only the teacher has value on that.

  • We have to listen to the teacher know each other.

  • Exactly.

  • So if you didn't understand the student, tell them and ask him to repeat.

  • Yeah, And if you think they spoke to quietly and the rest of the class didn't hear just they speak up, say it again.

  • If you did understand what they said, why aren't you responding normally anyway?

  • That's how conversation works, right?

  • That's the conversation with Yeah, so but Okay, Shawn, tell me something you used to do.

  • I used So you used to play rugby.

  • I used to play rugby.

  • I felt bad.

  • Habit is not admitting when you've made a mistake.

  • Now, this may surprise you, but teachers are human and we make mistakes to make.

  • So maybe you've written a word incorrectly on the boards.

  • Maybe you've explained the grammar or completely wrong.

  • Maybe Issuance asked you a question and you don't know the answer.

  • Whatever it is, don't bluff.

  • No, don't pretend you know the answer.

  • Don't tell them it wasn't a mistake.

  • It's only gonna make your students lose confidence in you.

  • You tell them when they make a mistake, do them the same respect.

  • Exactly.

  • So if you don't know the answer, go find out.

  • Pull back later or you can make a joke out and say, I was just checking your attention on You've done that and those of the forms of used to Yes, sure.

  • But I think in negative and question There's no de no there.

  • There is a deep because in the affirmative form, we have a d on.

  • So in the negative on my first adverbs don't change form when they're in the negative.

  • Don't worry about that.

  • But that's enough about what not to do.

  • We want to hear what we should do in the classroom, so send us a video tip by going to our website BBC learning english dot com To find out how to get to us and you make a T shirt.

  • Okay.

Hello and welcome to Teachers Room.


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A2 初級

教師の部屋。悪い教え方の習慣 1 (The Teachers' Room: Bad teaching habits 1)

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    林宜悉 に公開 2021 年 01 月 14 日