There are few absolutes in teaching but when you watch as many teachers as I do, it can be pretty obvious when things are said or done that seem like a bad idea. Some are quite common – easy traps to fall by into. I often imagine that classrooms could be wired with a QI studio wall klaxon that flashes and sounds an alarm when contestants say the obvious but wrong answer. Whenever you fall into one of the traps.. the klaxon sounds to remind you: no – don’t do that! (Hypothetically of course). I’ve done all of these things.. so partly here I’m listing ‘things that make me cringe about my own teaching’, prompted by seeing other people do them.

Here are some of the things I think fall into this category:

1. Question stems that invite calling out and hands up, the same few students dominating.

Can anyone tell me….. . Who’d like to tell us….(rather than the more effective ‘let’s all have a think,,, what is….. “ ).

If you want everyone to think and participate- ask so that everyone thinks and participates rather than the same few.

2. Dead-end Checks for Understanding

Is everyone ok with that, yeah.? Did that make sense – yes? No questions.? No?

These checks are invariably met by a murmur or some nodding heads. Nobody says anything. Zero information is exchanged but the teacher takes it as a cue to proceed – often with undesirable consequences. Ask them to tell you what they understood.. Sample the room to find out.

3. Taking just one answer

It’s a class of 30… 30 possible responses. Who knew? Who didn’t know? Even if expecting the same answer, 30 possible ways to explain. And yet, only one student is asked, they answer and the lesson moves on. It’s just not enough. The value of asking a follow-up question is huge especially when each answer has to take account of the previous one: students listen to each other; the teacher hears alternative responses and differences in answers leads to discussion of precision or different valid perspectives or use of language.

4. Hanging a student out to dry.

’Tamara, what’s the acid called?.” Silence; shrug; awkward pause.
‘Come on, you should know…..’ Silence; shrug; more awkward pause.
‘It’s hy……. ‘ Silence; shrug; tense and awkward pause.
“Hy,.. dro……..’ Silence; shrug; super awkward pause.
‘Hydrchlor……..’ Silence; shrug; deathly awkward pause

It’s painful to behold. Tamara either doesn’t know or is too insecure.. she’s not thinking, she’s in a panic. Everyone is looking at her; it’s embarrassing. Don’t do this. Just sense the awkwardness and tell her the answer. Get her to rehearse the answer. Get everyone to say it chorally. Bail her out. Make it ok to not know. Hanging her out to dry just reinforces everyone’s sense that being unsure is a terrible thing to reveal. It’s a total own goal.

5. Banter while students are working

You’re a bit bored. Students are working away. An informal question comes your way or you generate it… and all of a sudden there’s chat about bands, football, hairstyles, some anecdote… it’s a total distraction. And then you’re surprised that people didn’t quite focus on fully on the exercise? Sometimes that bit of self-discipline is needed. There’s time for banter. Just not now!

6. Filling in your own silence

You’ve gone to the ‘think’ of Think Pair Share or Cold Calling… but keep talking! They’re tying to generate ideas or get started on a task but you keep going; more details, instructions, reminders… and just one more thing…. But who is listening? You’re talking into the void and that silence you asked for isn’t silent.. because you are talking!

7. Giving only one example

One example contains two sets of information: the general rule or pattern you want students to learn AND the specifics of that specific example. You can’t see a pattern from one thing. It’s so common for students to confuse the general and specific or fail to see the method at all

Show one example.. then, alongside, show at least one more. Compare them. Let the pattern emerge. One example is rarely enough.

8. Assuming spoken knowledge will somehow ‘sink in’

You answer a question or explain a word.. ‘sesquipedalian means being long winded’.. and that’s it. No check for understanding; no practice. You’re hoping that by saying it out loud in the room, students will somehow now know it. The reality is somewhat different… half didn’t hear you; for others it made no sense – just more teacher talk wah wah wah wah to filter out and ignore. If they don’t practice and consolidate- there’s not going to be much learning.

9. No time for practice

Show, show, example , discuss, show, discuss, example. Students have now seen you do it many times. They’ve seen others do it. But they haven’t had a chance to do it themselves — to say the phrase, work out the answer, act out the moves, to take a shot. Watching (others including you) isn’t practice. When is that going to happen? Sometimes it’s never — more opportunities for learning wasted.

10. No time for wrong answers

We go over the test or exercise question by question. Each time a student gives a good or correct answer. Then we move on. The teacher’s assumption is that everyone is self correcting and now knows the answers.. … but no time is given to finding out who got them wrong and why. In fact students are masking their errors because being wrong or confused doesn’t seem safe to admit. It’s all very unhealthy.

Instead it’s possible to create routines and norms about flushing out errors and misconceptions. Seeking them out is a place to start.