Teaching… It’s one of those jobs that’s both incredibly challenging and incredibly rewarding. You’re not just sharing information, but you’re also shaping young minds, helping students grow, and making a real difference in their lives. It takes real dedication, a solid understanding of your teaching, and a genuine passion for education. Honestly, though – teaching can also be exhausting! There are long hours, mountains of paperwork, and the constant pressure to ensure every student is learning and thriving. The question becomes- how do we teach smarter, not just more complicated?

We all want to be the best teachers we can be, helping our students reach their full potential. But how do we do that? What are the strategies that truly make a difference? Luckily, there’s some solid research out there that can guide us. The Sutton Trust, a group focused on improving education, has reviewed over 200 research studies to determine what works for effective teaching. They published a report called “What Makes Great Teaching?” which not only highlights the things that boost student learning but also busts some myths about teaching practices that aren’t helpful and might even be harmful.

In today’s article, we’ll discuss the key findings from that report and give you ten practical, research-backed teaching tips more effectively. These teaching tips are “starter kits” – a collection of powerful strategies to make a real impact in your classroom. It’s all about working smarter, not harder, so you can focus on what matters most: inspiring and empowering your students.

Teaching Tip#1: Know your subject

It sounds super basic. Like, duh, you gotta know your subject. But honestly, it’s so much more than just rattling off facts and formulas. It’s about grasping and understanding your subject so profoundly that you can explain it in a way that clicks with your students. That’s where the magic happens.

You can explain it much better when you are genuinely comfortable with something. You can see where students might get confused, you can head off those common misconceptions before they even become a problem, and you can give real-world examples that suddenly make the material relevant and interesting. You can also push their thinking, challenge them to explore more, and help them build a fundamental understanding, not just memorize a bunch of stuff for a test.

It’s not just about spitting out definitions. Also, it’s about getting how students learn and process information. It’s about being aware of the different ways they might face a problem, the hurdles they’re likely to stumble over, and having a bag of tricks to help them overcome those hurdles. Educational research backs this up big time. Think of cognitive scientists like Daniel Willingham – his work emphasizes how important it is for teachers to understand how students’ brains work so they can tailor their teaching to be effective. That includes knowing about common misconceptions and how to deal with them.

How do you build that rock-solid subject knowledge? Well, it’s not a one-and-done thing. It’s something you work at. The world keeps changing, and your knowledge should, too. Staying up-to-date with the latest research and what’s happening in your field is essential. You wouldn’t want a doctor using outdated techniques, right? The same goes for teachers.

Also, don’t be shy about asking for feedback! Talking to colleagues, mentors, or other experts can be incredibly helpful. They can give you a fresh perspective on your strengths and weaknesses and help you determine where to use extra support or training. It’s like having a coach for your teaching – someone in your corner.

Teaching Tip#2: Provide quality instruction

Next, is about what makes teaching effective: giving quality instruction. Keep in mind that, it’s not just about dumping information on students. But it’s about creating a learning experience that sticks. Think of it as building a bridge between what they know now and what you want them to understand. What does “quality instruction” even mean? It’s a mix of things:

1. Asking the right questions – the kind that students think, not just give you a one-word answer.
2. Use assessment not just for grades but to see where students are and adjust your teaching accordingly.
3. Giving clear explanations and feedback – the kind that helps students improve.
4. Connecting new material to what they already know, so it doesn’t feel like it’s coming out of nowhere.
5. Modeling good practice – showing them what it looks like to be a good reader, writer, problem-solver, or whatever you teach.
6. Scaffolding – breaking down complex tasks into smaller, manageable chunks so students can build their skills gradually.

Quality instruction is about actively engaging students in meaningful learning. It’s not just about delivering content… it’s about creating lessons aligned with clear learning goals, taking into account the different needs and abilities of your students, and providing lots of opportunities for them to interact, collaborate, and reflect on what they’re learning. Think of it as creating an interactive learning environment, not just a lecture hall.

Now, how do you improve your quality instruction? One of the best things you can do is plan your lessons carefully and systematically. A well-planned lesson is like a roadmap for learning. And make sure you’re using strategies and resources backed by research. There’s a ton of research on effective teaching practices, so it makes sense to use it. For example, John Hattie‘s work on visible learning has highlighted the impact of feedback and clear learning intentions.

Another great idea is to observe other teachers or, even better, invite them to observe you. It’s a fantastic way to get new ideas and fresh perspectives. Sometimes, we can all get stuck in our routines, and seeing how other teachers do things can be eye-opening. Plus, getting feedback from colleagues is invaluable; it’s like having a peer review of your teaching.

Teaching Tip#3: Create a positive classroom climate

Alright, next is something crucial in teaching: classroom climate. It’s more than just the decorations on the walls. It’s the room’s vibe, the feeling students get when they walk in. A positive classroom climate is all about the quality of interactions – between you and your students and the students themselves. It’s about creating a supportive and respectful space where everyone feels valued, safe, and comfortable enough to learn.

Have you ever been in a room where the tension was so thick? It makes it hard to focus, right? The same goes for students. An adverse classroom climate can kill motivation, squish engagement, and lead to behavioral issues. It can even affect how well students do academically. Research backs this up. Studies have shown a strong correlation between positive classroom climate and student achievement (e.g., work by researchers like Pianta, Hamre, & Allen on the CLASS observation tool). It just makes sense – kids who feel safe and supported are much more open to learning.

Now, how do you create this magical climate? It’s not about waving a wand but about consistent effort. It starts with clear rules and expectations. Students need to know what’s okay and what’s not. But it’s not just about laying down the law; it’s about fostering positive relationships. Showing genuine care and respect for your students can go a long way. And promoting cooperation and collaboration is enormous. Getting students to work together builds teamwork and creates a sense of community.

Celebrating diversity and inclusion is also key. Every student is unique, and creating a space where everyone feels welcome and appreciated is essential. Encouraging participation and feedback is important, too. Students need to feel like their voices matter. And, of course, you’ve got to be able to handle conflicts and challenges effectively when they inevitably pop up.

One of the best ways to improve your classroom climate is simply getting to know your students. Learn about their backgrounds, interests, strengths, and needs. Involve them in setting classroom rules and norms – give them some ownership. And provide them with some choice and voice in their learning whenever possible. Icebreakers, games, and other fun activities can be a great way to build rapport and trust.

Teaching Tip#4: Give effective feedback

A student writes an essay, and you give them feedback on areas they could improve. That’s not just about correcting grammar; it’s about helping them become better writers, period. Effective feedback can help students figure out what they’re good at and where they need to focus, set realistic goals, and track their progress.

Feedback isn’t just about handing back a paper with a grade. It can be so much more than that. You can give feedback in person or in writing, make a quick video or audio recording, or even use non-verbal cues. It can happen in the moment, while they’re working on something, or after they’ve finished. And it can come from all sorts of people – teachers, classmates, even students. The key is how it’s delivered and how it’s received. That’s what makes feedback genuinely effective.

But, what makes feedback good feedback? Well, it needs to be specific. Vague comments like “good job” or “needs improvement” don’t tell students anything worthwhile.

• Timely- giving feedback weeks later isn’t nearly as helpful as providing it after the work.
• Actionable – something they can do something with.
• Constructive– focusing on how they can improve, not just what they did wrong.
• Supportive– creating a positive environment where students feel encouraged to learn and grow, not discouraged.

On the flip side, ineffective feedback is vague, late, irrelevant, or, worst of all – demotivating. Nobody learns well when they feel discouraged. One helpful way to give feedback is the “what, why, and how” model. You tell students what they did well (or poorly), why it was effective (or not), and how they can improve (or keep doing what they’re doing). And it’s super important to check in and make sure they understand the feedback you’re giving. Follow up with them; don’t just assume they got it.

Teaching Tip#5: Manage the classroom effectively

Every teacher grapples with classroom management. It’s not just about keeping the noise level down (though that’s part of it!). It’s about creating a space where learning can happen, where kids feel safe, engaged, and ready to participate. Think of it as setting the stage for learning. A well-managed classroom can significantly impact student behavior, their focus, how much they get involved, and ultimately, how much they learn.

Classroom management can be consistent, or it can be…well, not so much. Consistent management is all about being predictable and fair. It means having clear rules and consequences and sticking to them no matter who the student is or the situation. It’s about following through on what you say you will do, both the good (promises) and the not-so-good (consequences). And, of course, it’s about treating everyone with respect, even when things get challenging.

On the other hand, inconsistent management is…well, it’s a bit of a mess. It’s when the rules seem to change depending on who’s involved or when consequences are handed out arbitrarily. It’s when you’re lenient one minute and super strict the next without any real reason. And it’s not good when bias or disrespect creeps in. Students pick up on this stuff fast, and it can undermine the learning environment.

How do you improve classroom management? One practical approach is Positive Behavior Support (PBS). PBS focuses on teaching and reinforcing good behavior rather than punishing the bad. Instead of saying, “Don’t do that!” you show students what to do. PBS involves a few key steps:

1. First, you try to determine why a student behaves a certain way. What’s the underlying reason? What need are they trying to meet?
2. Then, you help them find other, more appropriate ways to meet that need. You reward positive behavior with praise or other incentives (not necessarily significant, flashy things – sometimes a sincere “thank you” is all it takes).
3. When negative behavior does happen, you address it with reminders or logical consequences rather than just jumping to punishment. Studies have shown that PBS can effectively improve student behavior and create a more positive classroom climate.

For example, research published in the Journal of Positive Behavior Interventions has demonstrated the effectiveness of PBS in reducing problem behaviors and improving academic outcomes.

Keep in mind that you’re not just a teacher; you’re also a behavior coach. You’re helping kids learn how to manage themselves and make good choices, skills they’ll need for life, not just for your classroom.

Teaching Tip#6: Use assessment for learning

The whole point is to use information about what students know and can do to improve teaching and learning. It’s about figuring out where everyone is, where they need to go next, and how to get there. It’s like having a roadmap for the learning journey. Now, assessments can be formative or summative:

• Formative assessments are ongoing check-ins during the learning process: quick quizzes, observing student interactions, discussions, and even self-assessments where students reflect on their understanding. They’re like checking the temperature of the classroom as you go.
• On the other hand, summative assessments are the ones at the end of a unit or course, your more traditional tests, exams, projects, or portfolios. They’re more like a final evaluation of what’s been learned.

Assessments can also be diagnostic or evaluative:

• Diagnostic assessments are all about figuring out what students already know before you start teaching a new topic. Think pre-tests, surveys, or even just conversations with students. They are like taking stock of their prior knowledge.
• Evaluative assessments measure how much students have learned after the teaching – post-tests, rubrics, grades, that kind of thing. They help you see how far everyone has come.

So, how can you use assessment to learn a regular part of your teaching? One great way is to use the “plan-do-review” cycle.

1. First, you plan your assessment based on what you want your students to learn.
2. Then, you use those assessments – quizzes, projects, whatever works best.
3. Finally, and this is the crucial part, you review the results, reflect on what worked and what didn’t, and use that information to adjust your teaching. It’s all about continuous improvement.

The key point is, you have to involve your students in the process! Let them set their own learning goals, track their progress, give each other feedback (peer assessment), and use the feedback they get to improve. When students actively participate in assessment, they take more ownership of their learning.

Teaching Tip#7: Develop a professional mindset

Having the right professional mindset is very important for teachers. It’s like the engine that powers everything else. A good mindset can boost your motivation, commitment, confidence, and, ultimately, your effectiveness in the classroom. And just like anything, attitudes can be positive or negative. Teachers with positive mindsets:

• They have high hopes for themselves and their students.
• They’re genuinely excited about their subject and about teaching it.
• Reflective – they think about their teaching, what works and what doesn’t, and are open to feedback.
• They’re willing to try new things and see themselves as lifelong learners.
• Also, they tend to be team players, collaborating with their colleagues.

It aligns with research emphasizing the importance of teacher self-efficacy and a growth mindset for effective teaching (e.g., studies by Carol Dweck).

On the flip side, a negative mindset can drag things down.  Teachers with negative mindsets:

• First, they might have low expectations for themselves and their students.
• Second, they might feel burned out or bored and get defensive when someone offers feedback.
• Third, they might also resist change and isolate themselves from their colleagues, thinking they already know everything.
• Fourth, this mindset can lead to stagnation and a decline in teaching quality.

How do you cultivate a positive professional mindset? One of the best ways is through continuous professional development (CPD). CPD is all about keeping your skills sharp and your knowledge up-to-date. It’s like continuing your education as a teacher. And it doesn’t have to be all formal stuff, like going to conferences (although those can be great!). CPD can be anything that helps you grow as a teacher.

You could read educational journals (like Educational Researcher or Phi Delta Kappan), listen to podcasts about teaching, join online communities of teachers, and even do a little action research in your classroom. Mentoring other teachers or being mentored yourself can also be fantastic CPD. It’s all about that ongoing process of learning, reflecting, and refining your craft. It’s about staying engaged and passionate, which makes a truly effective teacher.

Teaching Tip#8: Collaborate with your colleagues

The eighth teaching tip concerns teamwork – or, as the research calls it, “collaboration” – and how it can seriously boost your teaching game. Remember, two heads are often better than one, right? Working with others towards a shared goal can make a huge difference.

Now, collaboration isn’t just one thing. It can be formal, like being on a school committee or working on a specific project with other teachers. But it can also be informal, like those quick chats in the hallway where you bounce ideas off a colleague. Both are valuable!

And it can happen on different levels, too. “Horizontal” collaboration is when you work with people who do similar things to you, like other teachers in your grade level or subject area. “Vertical” collaboration involves teaming up with people in different roles, like administrators, specialists, or even parents. All these perspectives can bring something unique to the table.

One particularly effective way to collaborate is through co-teaching. In this model, two or more teachers are responsible for planning, teaching, and assessing a group of students. There are different co-teaching models, like team teaching, station teaching, parallel teaching, alternative teaching, and “teach-one, assist.” Each has its strengths.

Teaching Tip#9: Use evidence-based practices

You wouldn’t build a house without a blueprint, right? Well, evidence-based practice is like having a blueprint for your teaching. It helps us choose the strategies and resources most likely to work for our students.

Now, evidence can come from a few different places. We can look at what’s happening right in our classrooms. Things like test scores, observations, student surveys, and even their portfolios. That’s what we call internal evidence. But we can also look at research studies, reports, and reviews—that’s external evidence. Ideally, we’re using a combination of both to get the full picture.

Evidence can also be descriptive or prescriptive:

• Descriptive evidence is basically about figuring out what’s going on. We analyze data, look for patterns, and report what we find. It’s like taking the temperature of the classroom.
• Prescriptive evidence, on the other hand, involves deciding what to do based on what we’ve learned. It involves making recommendations, setting goals, and implementing changes.

One super helpful way to improve our evidence-based practice is to use the “plan-act-observe-reflect” cycle. It’s a simple but powerful framework.

1. First, you plan your teaching based on the best evidence.
2. Then, you act- you put your teaching strategies and resources into action in the classroom.
3. Next, you observe what happens. How are your students responding? Are they learning?
4. Finally, you reflect on everything. You look at the data, evaluate the evidence, and ask yourself: What worked? What didn’t? What can I do better next time?

This cycle isn’t just some abstract idea. Teachers do it all the time, even if they don’t realize it.

Teaching Tip#10: Seek feedback and support

The final teaching tip for today is feedback and support. These are not just nice to have; these are essential for growing and improving our work. Think of these as the fuel that keeps us going and helps us fine-tune our teaching. The information and help we get from others helps us see where we’re strong, where we could improve, and how to get there. They can help us set goals, figure out tricky situations, and, just as importantly, celebrate our wins!

Feedback and support can come in all shapes and sizes. Sometimes, they’re formal, like an official appraisal or evaluation. Other times, they’re more casual—a quick compliment from a colleague, a helpful suggestion, or just some friendly advice. Both are valuable.

It can also be internal or external:

• Internal feedback comes from within your school – your students, fellow teachers, or your principal.
• External feedback comes from outside – maybe from a mentor, a coach, or an expert in your field.

Again, both perspectives are essential. Your students see what’s happening in the classroom firsthand, while an outside expert might offer a broader perspective.

One constructive way to get better feedback and support is to use what’s sometimes called the “ask-tell-ask” model.

1. First, ask for feedback when you need it. Don’t be afraid to say, “I’m struggling with this; can you give me some input?”
2. Then, tell people what kind of feedback you’re looking for. The more specific you are, the more helpful the input will be. For example, instead of saying, “How am I doing?“, try “I’m trying to improve how I explain complex concepts. Could you observe my next lesson and give me specific feedback?“
3. Finally, ask people how they feel about giving you feedback. It shows you value their time and perspective, making them more likely to be honest and open.

And when you do get feedback, the most important thing is to be open-minded, respectful, and appreciative. Even if the input is hard to hear, try to see it as an opportunity to grow. Research has shown that teachers actively seeking and using feedback are more effective in the classroom. For instance, studies on teacher professional development, like those by Linda Darling-Hammond, consistently highlight the importance of feedback and coaching for improving teaching practices. It’s all part of becoming the best teacher you can be.

Now, let’s wrap things up. These ideas are not as a strict set of rules chiseled in stone but as a friendly toolbox with helpful gadgets. You, the teacher, are the master craftsperson. You get to pick and choose the tools that work best for your unique classroom, your outstanding students, and the specific goals you’re all working towards. There’s no one-size-fits-all here, and that’s the beauty of it! It’s all about finding what clicks for you and your students.

I hope this has given you some food for thought or maybe even sparked a few “aha!” moments. If anything resonated with you, or if you’ve got brilliant ideas about working smarter, not harder, I’d love to hear about it! Share your thoughts in the comments below. Thanks so much for hanging out with me on this one. Voila! Until next time!