Authority is built on clarity, not Volume Professional authority does not come from being loud or strict.It comes from:clear expectationsconsistent behaviorpredictable routines🛟🦺 Students cooperate when they feel secure .۲۰:۲۳
Week 1, day 4
Silence Is Part of Learning
Silence in the classroom is often a sign of processing, not failure.Filling every silent moment interrupts thinking and ends in talk-talk loop or asking for volunteers.Sometimes, ️ waiting is the most professional response.
Silence Is Part of Learning Silence in the classroom is often a sign of processing, not failure.
Filling every silent moment interrupts thinking and ends in talk-talk loop or asking for volunteers.Sometimes, ️ waiting is the most professional response. ۱۹:۳۴
Week 1, Day 5
When Teachers Talk Less, Students Learn More
In novice teaching, success is measured by how well the teacher explains. In professional teaching, it is measured by how much learners process and produce.
Teacher Talking Time is about cognitive ownership. When teachers speak too much, they remove challenge and reduce productive struggle. The lesson may feel easier, but learning becomes smaller.
The goal is not silence; it is shifting the thinking to learners. Strong classrooms are built on learner contribution, not teacher performance.
When Teachers Talk Less, Students Learn More In novice teaching, success is measured by how well the teacher explains. In professional teaching, it is measured by how much learners process and produce.Teacher Talking Time is about cognitive ownership. When teachers speak too much, they remove challenge and reduce productive struggle. The lesson may feel easier, but learning becomes smaller.
The goal is not silence; it is shifting the thinking to learners. Strong classrooms are built on learner contribution, not teacher performance.۱۷:۳۷
همراهان عزیز ما در هر شرایطی در کنار شما هستیم.ما رو به همکاران و دوستان معرفی کنید:لینک کانال ایتا https://eitaa.com/joinchat/1946158285C3d11e96dfe
لینک گروه ایتا https://eitaa.com/joinchat/3503162596Ccd384f23dc
کانال بله
https://ble.ir/teachforiran
گروه بلهble.ir/join/DkWbsQaEhtکانال تلگرام
https://t.me/teach_for_iranگروه تلگرام https://t.me/+X5P_HSFOL1BjYTc0
ادمین تیچ فور ایران در ایتا و بله با ID مشابه تلگرام و سرشماره زیر:
+989020512411
مدیر اجرایی تیچ فور ایران در تلگرام و بله (تماس تلفنی در ساعات کاری) پاسخ گوی مدیران موسسات و آموزشگاه ها:
+989214932781
لینک کانال ایتا https://eitaa.com/joinchat/1946158285C3d11e96dfeلینک گروه ایتا https://eitaa.com/joinchat/3503162596Ccd384f23dcکانال بله https://ble.ir/teachforiran
گروه بلهble.ir/join/DkWbsQaEhtکانال تلگرام https://t.me/teach_for_iran
گروه تلگرام https://t.me/+X5P_HSFOL1BjYTc0ادمین تیچ فور ایران در ایتا و بله با ID مشابه تلگرام و سرشماره زیر:
+989020512411
مدیر اجرایی تیچ فور ایران در تلگرام و بله (تماس تلفنی در ساعات کاری) پاسخ گوی مدیران موسسات و آموزشگاه ها:
+989214932781
۳:۴۹
برنامه دوره ی چهار هفته ای اف لاین
۱۱:۳۲
Novice teachers often try to eliminate anxiety Professional teachers learn to read it.
The moment you feel nervous before or during a lesson usually signals:Uncertainty about timingClarity of instructionLearner responseContent knowledge
Instead of fighting the feeling, analyze the message Over time, this information becomes:AnticipationBetter preparationMore precise decisions
Professional confidence is not calmnessIt is informed awareness
Professional teachers learn to read it.The moment you feel nervous before or during a lesson usually signals:Uncertainty about timingClarity of instructionLearner responseContent knowledge
Instead of fighting the feeling
, analyze the message Over time, this information becomes:AnticipationBetter preparationMore precise decisionsProfessional confidence is not calmness
It is informed awareness ۱۹:۵۵
Week 1, Day 7
Professional teachers do not judge lessons. They investigate them
After teaching, the key questions are:What actually happened? Why did it happen?What will I adjust next time?
Every lesson produces data Participation patterns, timing issues, clarity of tasks, learner difficulties; Reflection turns experience into improvement
Professionalism is not evaluation. It is informed adaptation.
Professional teachers do not judge lessons. They investigate them
After teaching, the key questions are:
What actually happened? Why did it happen?What will I adjust next time?Every lesson produces data
Participation patterns, timing issues, clarity of tasks, learner difficulties; Reflection turns experience into improvement Professionalism is not evaluation. It is informed adaptation.
۱۹:۰۲
Coming this week!Join us and feel free to invite your friends to the channel.See you all at 21:00 ۷:۵۸
Week 2, Day Lesson Planning: From Structured to Flexible
Effective lessons are structured, coherent, and cognitively guided.The classic four-stage sequence, Lead-in, Input, Practice, Feedback, forms the backbone of a learning-focused lesson.
Lead-in: Activates prior knowledge and primes learners.
Input: Models target language accurately, in context, with meaning, form, and use.
Practice: Provides controlled → semi-controlled → freer production opportunities to consolidate learning.
Feedback/Closure: Corrects errors strategically, summarizes learning, highlights success, and previews next lesson.
Skipping or blending stages increases cognitive load, reduces learner agency, and lowers retention (Scrivener, 2011; TKT Module 2; Hattie, 2012).
#sequencing #readiness #alignment
Lesson Planning: From Structured to Flexible Effective lessons are structured, coherent, and cognitively guided.The classic four-stage sequence, Lead-in, Input, Practice, Feedback, forms the backbone of a learning-focused lesson. Lead-in: Activates prior knowledge and primes learners. Input: Models target language accurately, in context, with meaning, form, and use. Practice: Provides controlled → semi-controlled → freer production opportunities to consolidate learning.Feedback/Closure: Corrects errors strategically, summarizes learning, highlights success, and previews next lesson.Skipping or blending stages increases cognitive load, reduces learner agency, and lowers retention (Scrivener, 2011; TKT Module 2; Hattie, 2012).
#sequencing #readiness #alignment
۱۷:۴۶
Week 2, Day
Lead-in: Strategic Activation for Deeper Engagement
Lead-in is not filler; it’s cognitive priming.
Goals:
Activate prior knowledge (schema activation)
Connect lesson to real-life context
Focus attention on key input
Reduce affective filter / anxiety
Poor lead-ins (overlong games/jokes) waste the brain’s peak attention window.A well-designed lead-in reduces cognitive load during input and enhances retrieval strength and storage strength.
#activation #relevance #orientation
Lead-in: Strategic Activation for Deeper EngagementLead-in is not filler; it’s cognitive priming.
Goals: Activate prior knowledge (schema activation) Connect lesson to real-life context Focus attention on key inputReduce affective filter / anxietyPoor lead-ins (overlong games/jokes) waste the brain’s peak attention window.A well-designed lead-in reduces cognitive load during input and enhances retrieval strength and storage strength.
#activation #relevance #orientation
۲۱:۵۹