| When a teacher imparts education to his pupils, it | | | | your student's level of learning. |
| is a learning process for both the entities. It is | | | | YES does not always mean YES |
| believed that learning is a never-ending process. | | | | Most of the times when a teacher asks his |
| Though most teachers show drastic progress in | | | | students if they understood a lesson properly |
| their initial years of teaching, they must not stop | | | | they would nod their heads as if saying 'yes'. In |
| honing their teaching skills later too. To err is | | | | reality, even if they do not get a concept right, |
| human. In my experience of teaching, there are | | | | they would say 'yes', either to shy away from |
| some mistakes that most teachers make in their | | | | learning or just out of fear. It is the responsibility |
| first years of teaching. The purpose of elaborating | | | | of teachers to make students feel comfortable in |
| these mistakes is to make teacher more aware, | | | | class. A simple way to check if your student has |
| and thus help them teach in a better fashion. Let | | | | learnt a concept properly is by asking him to |
| us discuss the same here. | | | | repeat the main points of that concept. |
| Speaking Quickly | | | | Impatience |
| The purpose of communication is to have | | | | Many times, we do not wait for students to |
| meaningful interaction between the participants. | | | | speak. The result is obvious- improper |
| Speaking too fast is commonplace among new | | | | communication. Communication consists of three |
| teachers. When teachers speak too quickly, | | | | important aspects- speaking, listening and |
| students fail to understand them. This is a waste | | | | assimilating. If we keep on speaking without giving |
| of time for both the parties. This is especially | | | | out students a chance to speak, we would never |
| important for educators who teach foreign | | | | be able to address the pain points of the |
| languages like French, German or Chinese. We | | | | students. |
| must remember that a child learning a new | | | | No Acknowledgment |
| language would find it difficult to interpret a | | | | How often do you acknowledge the answer given |
| sentence spoken too quickly. Speaking slowly, | | | | by your student? Everyone loves being noticed. |
| however, can work wonders. It can help your | | | | Teachers, therefore, should acknowledge the |
| students understand you better. Teachers should | | | | questions, answers and even doubts of their |
| gradually increase the pace of conversation as the | | | | students. |
| child starts learning the ins and outs of a particular | | | | As educators, it becomes imperative for us to |
| language. | | | | impart quality education to pupils. The purpose of |
| Unclear Enunciation | | | | education can only be achieved when we |
| Clarity in speaking is the key to productive | | | | understand our moral responsibilities and strive to |
| teaching. Native speakers often do not enunciate | | | | make education simpler for students. Psychology |
| clearly. Your enunciation skills should math the | | | | is an important tool for better teaching. Here, I |
| learning ability of your pupils. A mismatch would | | | | have mentioned five mistakes that I feel most |
| result in frustrated students and waste of time. | | | | teachers make at the beginning of their career. |
| Proficient speakers emphasize on proper diction. | | | | There might be hundred others. Look out for |
| Again, the whole thing boils down to underrating | | | | more! |