How can I improve my teaching process

The design of the lesson is determined by numerous factors. Not only the content itself plays an important role, but also the motivation of the students, their level of knowledge and the learning setting itself. Today's teachers are challenged if they want to ensure uniform learning and targeted development in the class. The everyday life of the students is also a crucial detail in this context. Only students who can recognize and develop their potential outside of school learn with joy. Various Educational goals require different teaching methods, because school and class have different goals, i. In other words, in addition to basic knowledge of the content, general education, key qualifications, formal learning skills, social skills and value orientations are also taken into account. It should be noted that different educational goals have different Teaching-learning arrangements require, d. In other words, any monoculture, any absolutization of a particular style of teaching is therefore inappropriate.


Although the 45-minute cycle is still common in classrooms, most school researchers agree: The division of lessons into 45-minute units is incompatible with the new research results in brain and learning research. Details such as vocabulary, historical numbers, mnemonics or multiplication tables are best learned in ten-minute units, whereas networked scientific contexts are best learned in three-hour portions.

By the way: Children up to the age of 13 learn measurably best when they lie face down on the carpet or when they are allowed to vary their position freely while studying. Students over 14 study particularly well at a standing desk or when they are sitting in a chair.

Have an influence on everyday life

The everyday life of many students today is shaped by digital media. According to the digital association Bitkom, 93 percent of young people over the age of ten spend 104 minutes a day playing video games. According to the study, the Internet is also playing an increasingly important role. 94 percent of children between the ages of ten and eleven have been online for 22 minutes a day. This value increases with older adolescents, because here there are already 115 minutes of internet use per day on average.

Demotivation in class often has its origin in everyday life

However, constant preoccupation with smartphones, PCs and game consoles has an immense influence on the students' ability to concentrate and motivate them. Children and young people who spend a large part of their free time with digital media are therefore often less productive at school. Teachers should be aware of this fact and have a concrete role in shaping the everyday life of their students. This is achieved, for example, through varied work assignments for which the students have to leave their familiar surroundings and do research in nature or in libraries. By using such assignments, teachers are able to bring a little more movement and versatility into the lives of their students, which in the long term can also have an impact on the learning success within the class.


If students had an hour of math, they should exercise for 20 minutes afterwards. If another top-heavy subject was taught right before a math lesson, the new material will only stick to your head half as well as after an exercise or art offer. When math is followed by chemistry or Latin, only a third as much remains of the maths material than when it is followed by sports or artistic work. If you spend hours studying for a difficult exam and still ride a bike or play football in the evening, you have better cards than a child who is parked in front of the television or sent to bed early.

Light stress promotes learning

Light, stimulating stress is considered to promote learning. It is therefore disadvantageous when learning is too relaxed and cozy and takes place without any effort at the lowest level. Learning - at least at the beginning of the 4th year of life - must be perceived as a positive effort and challenge. However, strong stress, combined with fear of failure and a feeling of threat on the part of the teacher, on the other hand, lead to strong inhibition of learning success.

Taking up modern impulses

As already mentioned, the Internet is an indispensable medium for children and young people today. Teachers should not turn a blind eye to this, but use this fact for themselves. It makes a difference which pages a student visits on the Internet. If he researches for a presentation instead of surfing in social networks, Internet use gains added value that is also reflected in school life.

Teachers should use the desire for the Internet to the extent that they give their students concrete work assignments that the web must be used to cope with. Conversely, the students will be much more motivated to approach these tasks, as their teacher will take up the desire for digital media and integrate it into the lesson.

Motivation and reward

School learning works best with a reward. Children have to experience early on that learning is something useful or beautiful. If, on the other hand, learning and school are perceived as arduous and annoying at an early age, or if they are broken down, children are demotivated. Pupils can only learn effectively what they consider important, so the material must be made important for pupils and linked to positive things, for example with future prospects, humor, movement and music or with a role play.

Advise parents and seek contact

Even if teachers can influence the lives of their students, it is ultimately the parents who determine the daily routine and activities. The contact between teachers and parents is therefore a particularly important detail in teaching. However, if the points of contact are limited to one parent day per year, the teacher's influence is very limited. Regular parents' evenings and personal conversations, which not only address the school content, but also the private life of the students, are more effective. In this way, teachers can give interested parents good advice on how to organize their everyday life, recommend books and also assess questions about the development of their students on a far more individual basis.

One of the topics here could be the handling of gifts and consumption. An overloaded adolescent who is hardly lacking in anything is not necessarily a good student. Gifts for young people should therefore also include eventful aspects. Instead of another game console or a new computer, parents could find completely new ideas thanks to the inspiration from the teacher and thus make their children's everyday lives more varied. Die Zeit published an interesting interview on the influence teachers can have on the lives of their students.

Communicate appreciatively

Success within the class depends heavily on how positive the students' self-perception is. If the children and adolescents do not feel valued and they have little access to their personal resources, this affects their working methods, their willingness to learn and their ability to learn. Teachers can achieve a lot here by incorporating appreciative communication into everyday school life. This makes it clear to students that regardless of their achievements, they are valuable people who deserve respect and respect.

This also affects the social fabric within the class. Pupils who experience an appreciative treatment on the part of the teacher are also friendlier and more helpful to one another.

Frontal teaching is controversial in the professional world, but many educational researchers still see it as the most effective form of teaching after evaluating international comparative studies. Many learning psychologists and neuroscientists come to different conclusions because multi-year learning families, partner work, learning at your own pace, as well as playing and working on the computer are more promising. Above all, students learn about twice as much from other students as they do from teachers.

How good and how successful teaching is, both in terms of its processes and its results, must always be put into perspective for reasons of fairness with regard to the framework conditions found. Technical teaching in a school in a “socially deprived area” and in classes with little prior knowledge is more difficult. so that even the smallest successes in such classes can be an indication of good teaching. In order to assess the success of a class, it depends on whether the performance level or another target criterion in a class is higher than one would expect given the general conditions.

Consideration of the individual entry requirements

Lessons are just an offer that does not have a direct and linear effect, but only because it is used in a suitable way by the pupils. Lessons offered can fizzle out or seep away if they do not trigger motivational and cognitive processes on the part of the pupils and lead to learning activities. These can be located both in class and outside of school. Whether, how intensively and how sustainably lessons initiate and maintain learning activities depends to a large extent on the linguistic, intellectual and motivational entry requirements on the part of the pupils.

Individuality through differentiation

A problem that is often mentioned in the design of lessons and everyday school life is the lack of time. Today's teachers rarely have room to work with individual students, as class sizes increase and the differences in the learning status of children and young people become more and more apparent.

Students encounter individual learning materials better

Nevertheless, the differentiated work offers important advantages for your own teaching activity. Teachers who write individual plans for their students and give them the time and tools they need to study are generally more successful. Occasionally, it is enough to give the students various materials to try out. It is not the case that differentiation increases the gap between high-performing and low-performing students. It is much more likely that the young people and children can work better by individually responding to their abilities and needs and follow the requirements of the curriculum in a more targeted manner.

Literature & sources

Helmke, A. (2006). What do we know about good teaching? Pedagogy, 2, 42-45. (16-02-29) (16-02-29 )

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