| There are many ways which you already know | | | | approach is largely a process of experimentation |
| on how to engage students in the learning | | | | as you adjust and readjust your instruction. But |
| process. But the key is to choose the one that | | | | most importantly, you need to adjust your |
| best suits your personality and style. You won't | | | | instruction to suit the needs and abilities of your |
| be able to please ALL parents, teachers and | | | | students. For example, if your students are digital |
| administrations so it's important to work with a | | | | learners, find ways to incorporate technology in |
| teaching approach (or approaches) that is/are | | | | the classroom even if it is on a smaller scale. |
| right for YOU! | | | | 4. Add additional ways of engaging your students |
| 1. Write down your strengths and weaknesses. | | | | that suit your personality and style. This will help |
| The key here is to BE HONEST. What do you | | | | you cater to different learning styles and appeal |
| honestly love about teaching? Many teachers | | | | to different levels of instruction. (differentiated |
| quickly forget their passions and what they love | | | | instruction) |
| to do BEFORE they lock themselves in a specific | | | | 5. Consistently, evaluate the effectiveness of |
| teaching approach. Then, they are miserable | | | | your teaching approach. If you are not |
| because they don't enjoy the teaching approach | | | | successfully engaging students, chances are, you |
| as they manage a class. But more often, they | | | | need to be more flexible in terms of suiting the |
| become easily stressed by the classroom | | | | needs of your students and be more intuitive to |
| management piece and which also takes away | | | | your own teaching style as well. Some new |
| the FUN of teaching. | | | | teachers, become particularly frustrated and burnt |
| 2. Match your teaching approach to the ages of | | | | out by many unsuccessful lessons and many |
| the students you teach. This will make a | | | | more, decide to leave teaching altogether. Way |
| significant impact on the children you'll teach. | | | | before this starts to happen, a teacher trainer |
| Remember, the lower the grade level, the more | | | | can provide guidance and direction as to how new |
| interaction you will need to provide. So choose | | | | teachers can maximize their (limited) resources to |
| wisely! If you aren't sure, read other teacher | | | | benefit their teaching and students. Consider this |
| blogs, websites and articles to get a feel of | | | | option before you experience any signs |
| teaching for this particular age group in terms of | | | | symptoms of early burn-out. |
| combining classroom management with effective | | | | 6. Don't give up! A few unsuccessful teaching |
| instruction. | | | | experiences are NOT reasons for failure. If |
| If you can't find any experienced teachers to | | | | anything, they are only setbacks which occur to |
| follow online - then look for workshops or | | | | ALL teachers. What's more important, is to |
| in-service courses in your school district(s) who | | | | recognize those setbacks learn and grow from |
| can show you sample approaches of the age | | | | these experiences. Constantly think BIGGER all |
| groups you are interested in teaching. For | | | | the time as you learn how to adjust and readjust |
| example, don't simply gather information if you | | | | your instruction to suit the needs of your |
| want to become a successful and confident | | | | students. Experiment with new activities and ideas. |
| teacher. Find out what it takes to also teach | | | | Keep your teaching fun and education for you and |
| successfully. | | | | your students! |
| 3. Keep an open mind. Finding your own teaching | | | | |