Course Content
1 | Introduction to Teaching
In this module, you will read a text and watch video about education and stages of the learning cycle. You will check your understanding with concept-checking questions. For the teaching competency standards that this module aligns to, please download the document from the Resources section.
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1.1 | What Is Education?
1.1.1 | Education: True or False?
1.2 | Understanding the Teaching Cycle
1.2.1 | Order the steps of the teaching cycle
1.2.2 | Video: The Teaching Cycle
00:00
1.2.3 | Ordering the Events
2 | Identifying Learners’ Needs
In this module, you will explore what learner needs are, how to identify learner needs, the difference between active and passive learning, and how to design classroom activities for different learners.
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2.1 | Active and Passive Learning
2.1.1 | Active? Passive? Both?
2.2 | Classroom Activities and Their Purpose
2.2.1 | Video: The Brain’s Learning Needs
00:00
2.2.2 | The Brain's Needs
2.2.3 | Practical Classroom Activities
2.3 | What Are Learners’ Needs?
2.3.1 | Matching Activities to Needs
2.3.2 | Matching Needs to Means of Data Collection
3 | School and Community Partnerships (to follow)
Introduction to follow.
4 | Lesson Planning and Learning Objectives
This module introduces the concept of lesson planning by providing a model (the five-stage lesson plan), exploring different types of activities, explaining learning objectives and allowing participants to practice writing their own lesson plan.
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4.1 | The Five-Stage Lesson Plan
4.1.1 | What Stage of the Lesson?
4.2 | Controlled to Free Practice
4.2.1 | Video: Controlled to Free Practice
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4.2.2 | What Subject, and What Stage of the Lesson?
4.3 | Developing Clear Learning Objectives
4.3.1 | From Bad Objective to Good Objective
4.3.2 | Choose the Best Activities
4.4 | Lesson Planning: Putting It All Together
4.4.1 | Creating Controlled and Free Practice Activities
4.4.2 | Planning a Lesson
5 | Equity and Inclusion in Education (to follow)
This module introduces the concepts of equity and inclusion concepts in education.
6 | Classroom Management
This module invites the teacher to reflect on the good and bad behaviour of the students in their classes and how it can be prevented and managed. We will look at different strategies for how to facilitate positive student-teacher relationships to build better learning environments.
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6.1 | How to Create a Positive Learning Environment
6.1.1 | Video: Techniques for Good Relationships
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6.1.2 | Techniques for Good Relationships
6.2 | What Are Rules and Routines?
6.2.1 | Rules and Routines...
6.2.2 | Rule or Routine?
6.3 | Managing Behaviour with Rewards and Punishments
6.3.1 | Reward or Punishment?
6.4 | Giving instructions
6.4.1 | What Strategy Do You See?
6.4.2 | Sequence the Instructions
7 | Diversity and Multicultural Education (to follow)
This module looks at the importance of diversity and multicultural education, and how to successfully manage it.
8 | Questioning Techniques and Cognitive Levels
This module overviews the use of questions in teaching and learning. It covers: elicitation, different question types and using Bloom's taxonomy to write questions.
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8.1 | Eliciting Skills
8.1.1 | Ways to Elicit
8.1.2 | Additional Ways to Elicit Information
8.2 | Types of Questions
8.2.1 | Open Question or Closed Question?
8.2.2 | Prompting, Probing, Divergent or Affective Question?
8.3 | Bloom’s Taxonomy for Questioning
8.3.1 | Video: Bloom’s Taxonomy and Thinking Levels
00:00
8.3.2 | What Level of Bloom's Taxonomy?
9 | Stress Management for Resilience (to follow)
This module is an introduction to the issue of stress and how to cope with it in education, to promote resilience in both teachers and their students.
10 | Innovation in Low-Resource Contexts
This module reviews learning objectives, presents ideas for DIY teaching aids and explores different ways the teacher can enhance learning in environments with limited resources.
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10.1 | Why Do We Need Resources?
10.1.1 | Match Activities to Resources
10.1.2 | Activities With Few or No Resources
10.2 | Making Your Own Materials
10.2.1 | Video: Five Ideas for Making Materials
10.2.2 | Thinking About Making Materials
11 | Motivation and Engagement
This module explores how teachers can define and enhance their student’s engagement and motivation. It will present a variety of strategies and techniques for how to group learners, how to differentiate for engagement and how to give feedback to improve motivation.
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11.1 | To Engage, to Motivate, or to Challenge?
Motivation, Engagement or Challenge?
Why Use This Technique?
11.2 | Engagement: Arranging the Class
11.2.1 | What Are the Best Groupings?
11.2.2 | Choose the Best Advice
11.2.3 | Design the Classroom Arrangement
11.3 | Engagement: Differentiation
11.3.1 | Video: Differentiation
Private: Foundations of Teaching

6.2 | What Are Rules and Routines?

Preview

Before we begin, think of some rules that you always follow, and some routines that help you in your daily life.

Understanding Rules and Routines

Good classroom management creates classroom environments where all students are engaged in their learning and treat each other and the teacher with respect. Classroom management requires all students to follow rules and routines, accept discipline for misbehaviour, and be interested and motivated to work hard and learn.

Rules are the ways that students must behave. This includes things that they can and cannot do so that they have behavioural boundaries. Rules make classrooms safer and give teachers control. Rules have consequences. If students break a rule, they receive discipline.

Rules may be given by the educational institution or teacher, although it is also possible for teachers and students to create classroom rules together. Rules must be clearly presented to students, such as by being listed on a poster in the classroom or being included in a student handbook.

Routines are classroom procedures that students follow regularly and efficiently. Establishing routines saves time, confusion and disruption. Routines have reminders. If students do not follow a routine, they are reminded that they must follow it and given time to practise it. Routines are often decided by the teacher. There are three steps to teaching routines:

  1. Explain and demonstrate the routine to the students.
  2. Students practise the routine to become more efficient.
  3. If students don’t follow the routine correctly, re-teach it and let them practise again.

At the beginning of a course, it is very important to present and explain the rules and routines to the students so that they know the teacher’s expectations. They also need to know what happens if they break a rule or if they do not correctly follow a routine.

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