think of the problem. Furthermore, call on the
students at random or they will anticipate the
questions they should respond to and do not pay
attention to other questions posed.
9) Do not punish the whole class for the
misbehaviour of one or a few students, or do
not punish a student through asking him difficult
questions. To create a sense of achievement, you
should ask the brighter students difficult questions
and the slow ones simple questions, i.e. questions
should be distributed in terms of the students’
abilities. Treating students with contempt can also
lead to irreparable results.
10) If you think a student has some problem of
any sort (physiological, psychological, financial,
etc.) a private talk with him may help to determine
the problem and to improve conduct.
11) Summarize the important points of each
lesson at the end of each class and ask your
students some related questions as feedback to
see whether they have grasped the content or not.
12) Pedagogically, teaching more than one new
point at a time overloads the cognitive ability
of students; therefore, in teaching grammar, for
example, we should drop out any new vocabulary.
13) Use simulations, learning games, and
audio-visuals appropriately to enhance learning
and motivation. The more senses are involved
in learning a point, the more profound it will be
engraved in the mind. For example, listening to
the pronunciation of a content word simultaneous
with its touching and seeing can heighten its recall
ability and comprehension greatly [1, p.135].
14) Competition can be a motivating force in
class. Students can compete with each other or
with other classes. It can make them review the
points and estimate their positions for further
improvement.
15) Do not tell the students that the book or
the content of a lesson is uninteresting or useless
(as we sometimes do in Russia); moreover, the
teacher should not tell the students the lack of his
interest in teaching the course or he will block the
students’ confidence to himself.
16) Do not label or classify students as superior
or inferior groups because this can impose
permanent negative effects on their personalities.
Students are more positively influenced by hearing
their strengths rather than weaknesses, especially
in public.
17) To make the lessons as meaningful as
possible, you should create a sense of exigency by
presenting preplanned examples from here-andnow contexts instead of artificial ones. The more
your examples are meaningful and contextualized,
the more effect they superimpose on students’
learning.
18) You should make it clear to the students that
mistakes, especially in speaking are not tragedies.
The teacher should not interrupt students’
communication in order to correct their mistakes
because constant correction causes students to
lose confidence and to be unable to keep their
minds on what they are trying to say. Errors can
be divided into two categories, global and local
[3, p. 357]. Global errors violate rules involving the
overall structure of a sentence and the relations
among major constituents, but local errors cause
trouble in a particular constituent or in a clause of
a complex sentence. It is implied that correcting
global errors including word order, missing
obligatory constituents, etc. is more beneficial
than correcting local errors like subject-verb
agreement, an omitted article, etc. It is reasonable
to alleviate errors indirectly according to their
causes explored by the teacher.
19) It is advisable to pursue the three stages of
language teaching and learning (preview, view,
and review) to relate previous knowledge with
new content and consequently to the actual and
creative use of language in real situations.
20) ЦTeaching students how to use monolingual
dictionaries is of importance because in so doing,
students encounter words in authentic examples
and this can make students be self-reliant when
teachers are not available.
It may seem to you that \