New year resolutions tend to disappear and bring us down, that is why it seems more sensible to think of changing habits and developing a system of effective routines than dream to big and fail miserably….
It is my firm belief that to be a more effective educator we need to work on certain habits.
WHY IS WORTH IT?
Benefits for us, Teachers:
• Saving time and energy: Automated actions require less thought.
• Reducing stress: Predictable actions build confidence.
• Increasing efficiency: Routine tasks are performed more effectively.
• Better organization: Structured activities create a cohesive system.
Benefits for our Students:
• Sense of security: Predictable teacher actions provide stability.
• Role model: Students learn through observation and modeling.
• Self-discipline development: Good practices transfer to their own learning.
• Improved outcomes: Learning becomes easier in an organized environment.
So, now that you’re onboard, let me suggest 15 ideas for effective teacher habits- before, during, and after the lesson:)
1: HABITS BEFORE THE LESSON
1.1 Intentional Planning – Goal Setting
• WHAT? Precisely define 1-2 specific, SMART lesson objectives.
• HOW? Write them as “After the lesson, the student can…” + success criteria (checklists → self-assessment, peer assessment).
• WHY? Goals provide direction and focus on priorities.
• PURPOSE? Students know what they are learning and how to measure their success.
1.2 Planning Board Layout
• WHAT? Thoughtful arrangement of board notes.
• HOW? Divide into fixed sections: lesson objectives, new content, tasks, summary (Cornell, one-pager, color-coding).
• WHY? Organized notes promote clear thinking.
• PURPOSE? Helps students follow the lesson flow and take effective notes.
1.3 Preparing Key Questions
• WHAT? A list of 3-5 critical questions at varying levels (Bloom’s taxonomy, PP/PR).
• HOW? From simple to complex, written on paper.
• WHY? Good questions are the foundation of active learning.
• PURPOSE? Engage students at different proficiency levels.
1.4 Plan B
• WHAT? Backup activities ready for unforeseen situations.
• HOW? Additional tasks or exercises for 5-10 minutes stored in a “reserve bank,” including for fast finishers (revision sheets, GenAI resources).
• WHY? Ensures continuity in case of unexpected disruptions.
• PURPOSE? Confidence in delivering the lesson under any circumstances.
1.5 Material Check
• WHAT? Verify all necessary teaching aids.
• HOW? Use a checklist prepared the day before or a universal checklist.
• WHY? Reduces organizational stress and chaos.
• PURPOSE? Ensures smooth lessons without unnecessary interruptions.
2: HABITS DURING THE LESSON
2.1 Active Monitoring
• WHAT? Continuously observe all students’ work.
• HOW? Move around the classroom, maintain eye contact, use guiding questions, or activity maps.
• WHY? Spot and address problems immediately.
• PURPOSE? Every student receives timely support.
2.2 Time Management
• WHAT? Control the pace and timing of activities.
• HOW? Use timers, sound signals, or time updates (e.g., Classroom Screen).
• WHY? Make efficient use of lesson time.
• PURPOSE? Achieve all planned goals.
2.3 Engaging Everyone
• WHAT? Techniques to involve the entire class.
• HOW? Random selection (e.g., popsicle sticks), systemic responses (e.g., signals), thinking routines (Project Zero).
• WHY? Every student matters and should stay active.
• PURPOSE? Maximize participation and prevent exclusion.
2.4 Repetition and Summing Up
• WHAT? Regular review and synthesis of material.
• HOW? Short reviews every 10-15 minutes, phased summaries, retrieval practice, exit tickets.
• WHY? Reinforces and organizes knowledge.
• PURPOSE? Improves retention and understanding of content.
2.5 Effective Feedback
• WHAT? Immediate recognition of correct answers and behaviors, highlighting areas for improvement with actionable steps.
• HOW? Specific praise, pointing out strengths, areas to improve, and strategies for enhancement (feedback ladder).
• WHY? Reinforces desired behaviors and shifts away from a “culture of error.”
• PURPOSE? Builds students’ confidence and motivation.
3: HABITS AFTER THE LESSON
3.1 Quick Reflection
• WHAT? 2-3 minute analysis of the lesson.
• HOW? Answer three questions: What worked? What can be improved? What did I learn? (Take notes!)
• WHY? Continuous improvement of teaching practice.
• PURPOSE? Make every lesson better than the last.
3.2 Constructive Assessment
• WHAT? Feedback that supports growth.
• HOW? Use a framework: appreciate + indicate areas for improvement + suggest solutions.
• WHY? Assessment should aid learning.
• PURPOSE? Helps students understand how to improve.
3.3 Documenting Progress
• WHAT? Systematic recording of student achievements.
• HOW? Observation sheets, portfolios, progress journals.
• WHY? Tracks the development of each student.
• PURPOSE? Enables planning individualized support.
3.4 Planning Next Steps
• WHAT? Draft a plan for the next lesson.
• HOW? Write down main ideas and required materials.
• WHY? Fresh observations are most valuable.
• PURPOSE? Ensure continuity in the teaching process.
3.5 Personal Development
• WHAT? Work on improving teaching skills.
• HOW? Reading, attending training, sharing experiences.
• WHY? Teachers are lifelong learners too.
• PURPOSE? Consistently improve teaching quality.
Now, equipped with the rationale and practical examples, you are ready to be introduced to the rules of putting the habits into practice for good:)
How to Implement Habits – Action Plan
1. Choose one habit from each category.
2. Plan specific actions for the upcoming week.
3. Monitor progress and effects.
4. Add another habit after a week.
Rules for Effective Habit Implementation:
• Small steps lead to big changes.
• Consistency is more important than perfection.
• Every habit can be adapted to your needs.
• Share experiences with other teachers.
Fingersa crossed, you can do it!
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