(2) Organize your own lecture, but don't be its slave.

(3) Always study your topic to keep you familiar with the lecture content, but the lecture content is vivid and natural.

(4) The lectures should be natural and fluent, but don't improvise with your own knowledge.

(5) Attend classes on time and finish classes on time.

(6) Give an outline before each lecture, so that students can have a general understanding of what they are teaching. Because the lack of expectation confuses students more than the lack of vocabulary.

(7) Don't expect students to learn or understand what you haven't learned or don't understand.

(8) Your knowledge must go far beyond what you teach.

(9) Don't think that paying attention to trivial details can make up for the overall understanding of things.

(10) Don't overwhelm students by showing your erudition. Students are interested in what they can learn, not what you know.

(1 1) Don't be proud that you know more than young students.

(12) admit what you don't understand, but you should be able to tell whether you just don't understand or no one understands.

(13) Don't treat some students' naivety or ignorance as stupidity.

(14) Understanding, not "reciting", is the key to the textbook.

(15) Don't read your notes in class except for some numbers that you can't remember.

(16) Never read the materials you send to students. If students are illiterate, they won't come to class.

(17) Take lesson preparation notes, but don't use them. A good actor does not need an orator.

(18) Don't give lectures by rote. You'd rather make some mistakes but try to be vivid, rather than plain and error-free. A lecture is not a scientific research report.

(19) Avoid single-tone teaching. Students should be guided to pay attention to your content, not your voice.

(20) lecture slowly. When talking about difficult points, too fast will easily lead to confusion and make students very tired.

(2 1) It is not enough for students to use a term and a concept only once. Students should be asked to think and understand the contents of terms or concepts, not to imply them.

(22) avoid repeating the lecture content, but pay attention to whether the students can keep up.

(23) The difference between speech and performance is that the former is that the theme is more important than the lines, while the latter is that the lines are more important than the theme.

(24) Try to answer all the questions raised by students, because each question is rarely just a student's question. A question is not interrupted, but can also be put together and explained in subsequent lectures.

(25) lectures should be based on students' willingness to learn, not just for exams.

Examination should be an indispensable part of teaching. In the study of a specific course, students lay a good foundation by learning various possible exam questions.

(27) There should be no questions in the exam that you didn't ask to study.

There is no need to tell students that they have the responsibility to study a certain course. Learning is not for others, but for yourself. The line between obedience and self-esteem is clear.

A teacher's ability is more important than his fame.

(30) Praise students' achievements frequently, and don't blame them for their failures.

(3 1) Don't tell jokes just to tell jokes. Tell jokes only when it is beneficial to teaching.

Don't laugh at your students, but you can laugh with them.

Don't make fun of your students unless you want them to make fun of you

Treat students as seriously as they treat you.

(35) Don't be too serious in teaching. You should consider how to make teaching interesting and how to make students interested in your lectures.

Don't lose your temper in class, the students are not interested in your personal emotions.

Respect your students, and they will respect you politely. Students will not regard teachers' respect as weakness.

(38) Don't regard the closeness of some classmates as disrespect, and don't personally dislike the different opinions of classmates.

(39) When giving lectures, face the students, and don't always stare at the ceiling, floor or blackboard.

(40) Don't think that students only study your class.

(4 1) Don't think that students are disgusted or uninterested in this course just because they sleep in class. Last night, he stayed up late surfing the Internet.

(42) Don't think that students' silence means that they have understood, maybe they are completely confused.

(43) Don't start quickly or end slowly during the lecture, which means that you are not fully prepared and the materials have been used up.

(44) Don't start the lecture slowly, but finish it quickly, which will make the students exhausted.

Each course has its own language. Good teaching should be teaching languages, not just words.

(46) When talking about new terms or concepts, don't forget to emphasize them, write them on the blackboard and repeat them in this way so that students have time to write them down. But you can't repeat every sentence. Repeat sentence by sentence, there is only half a class in a class.

(47) Don't confuse lectures with dictation. The former is a creative process in which students actively absorb and digest content, while the latter is a mechanical exercise in which students passively record content for future understanding.

A good speech should be moderately difficult and well organized.

When giving a lecture, you should show that you believe what you are teaching, even if you can't prove it.

(50) Lectures should leave students with exciting and exhaustive feelings. Without these feelings, it may not be a good lecture.

(5 1) cleverness depends more on the quality of learning than on how much you learn.

(52) Don't think that students' learning ability is infinite, and the saturation limit of the brain mainly depends on physiological factors, not intelligence.

Don't laugh at the creativity brought by ignorance.

The main challenge of education is to keep students' enthusiasm while increasing their knowledge. A good teacher should face knowledge and cultivate students' creativity.

Teachers should not grade students, so that you can win.

(56) Don't confuse good teaching with good exams, and don't confuse good exams with good grades (lectures are one thing, exams are another, praise is another, and good teaching should be able to master these three).