To have a written plan for the teaching (what, how, why, signs of learning, knowledge goals, skills goals, learning objectives).

To know the purpose and learning objectives of the teaching (including skills, knowledge and competence goals).

To decide the structure and balance of different teaching methods for each lesson such as: slides, smartboard, plenary discussions, group work and individual work.

To provide and receive individual feedback to and from each student and to be examining the students' learning.

To enter the classroom with a clear plan getting the students' attention from the start.
To conclude by summarizing the day's program and the students' learning.

To make visible to the students what they can do right now and to involve them in understanding the purpose of the subject.

Being able to occupy the room with authority, strength and also warmth and genuine interest.
Knowing how to turn off and on the above qualities.

To understand when you must ask open-ended questions, Instruct in clear, descriptive steps what to do and when and to advise when precise, concrete suggestions are needed.

Being able to take stock of the situation in the classroom and the class.
Being able to change the mood of the class (for the better).

Being able to create group dynamics. To provide space for students' reactions, thoughts and feelings. To win the confidence of the students by being trustworthy.

Being aware of each student, for example getting to know their names and to be available to each student. Be confidential to the individual student if needed.

To initiate exercises that create links across existing relationships between students.
To do activities and exercises in which the students themselves manage and facilitate.

To have a written plan for the teaching (what, how, why, signs of learning, knowledge goals, skills goals, learning objectives).

To know the purpose and learning objectives of the teaching (including skills, knowledge and competence goals).

To decide the structure and balance of different teaching methods for each lesson such as: slides, smartboard, plenary discussions, group work and individual work.

To provide and receive individual feedback to and from each student and to be examining the students' learning.

To enter the classroom with a clear plan getting the students' attention from the start.
To conclude by summarizing the day's program and the students' learning.

To make visible to the students what they can do right now and to involve them in understanding the purpose of the subject.

Being able to occupy the room with authority, strength and also warmth and genuine interest.
Knowing how to turn off and on the above qualities.

To understand when you must ask open-ended questions, Instruct in clear, descriptive steps what to do and when and to advise when precise, concrete suggestions are needed.

Being able to take stock of the situation in the classroom and the class.
Being able to change the mood of the class (for the better).

Being able to create group dynamics. To provide space for students' reactions, thoughts and feelings. To win the confidence of the students by being trustworthy.

Being aware of each student, for example getting to know their names and to be available to each student. Be confidential to the individual student if needed.

To initiate exercises that create links across existing relationships between students.
To do activities and exercises in which the students themselves manage and facilitate.