10 Essential Lacrosse Coaching Techniques to Elevate Your Team’s Performance

How can coaches effectively engage and motivate lacrosse players. What are the key strategies for building a positive team culture. Which coaching techniques drive player improvement and foster success on the field.

The Art of Player Engagement: Keeping Your Team Focused and Active

Effective lacrosse coaching hinges on maintaining player engagement throughout practice sessions and games. A disengaged team can quickly derail even the most well-planned drills and strategies. So how can coaches ensure their players remain attentive and involved?

One powerful technique is to incorporate active participation in drills. Rather than having players stand idly while waiting their turn, design exercises that keep everyone moving and engaged. For example, implement small-group rotations where players cycle through different skill stations, ensuring constant activity.

Additionally, leveraging small group work fosters inclusion and accountability. When players are divided into smaller units, it becomes much harder for individuals to disengage or fade into the background. This approach also allows coaches to provide more personalized instruction and feedback.

Strategies for Maximizing Engagement:

• Implement fast-paced, high-intensity drills
• Use competition and gamification to spark interest
• Regularly rotate players through different roles and positions
• Incorporate partner and small group activities
• Provide clear objectives and explain the purpose behind each drill

By prioritizing engagement, coaches create an environment where players are more receptive to learning and skill development. This heightened focus translates directly to improved performance on the field.

The Power of Positive Reinforcement in Lacrosse Coaching

While discipline and correction have their place in coaching, the impact of positive reinforcement cannot be overstated. Encouraging players and celebrating their successes, no matter how small, can significantly boost morale, confidence, and overall performance.

Positive reinforcement is far more than just empty praise. It’s about recognizing and acknowledging specific actions, efforts, and improvements. When players feel valued and supported, they’re more likely to push themselves harder and take risks to improve their game.

Effective Ways to Implement Positive Reinforcement:

1. Provide specific, timely feedback on good plays or techniques
2. Celebrate team achievements and individual milestones
3. Use verbal praise and body language to convey approval
4. Implement a reward system for meeting goals or demonstrating improvement
5. Encourage peer recognition among teammates

Does positive reinforcement mean avoiding criticism altogether? Certainly not. The key is to balance constructive feedback with genuine praise and encouragement. When correction is necessary, deliver it in a way that maintains the player’s dignity and motivation.

The Art of Constructive Criticism: One-on-One Coaching Techniques

While team-wide instruction is crucial, some of the most impactful coaching moments occur in one-on-one settings. When it comes to addressing mistakes, correcting form, or discussing areas for improvement, individual conversations can be far more effective than public critiques.

Private discussions allow coaches to tailor their approach to each player’s personality and learning style. It also eliminates the potential embarrassment or defensiveness that can arise from being singled out in front of teammates.

Keys to Effective One-on-One Coaching:

• Choose an appropriate time and place for the conversation
• Begin with positive observations before addressing areas for improvement
• Use clear, specific language to explain the issue and desired outcome
• Demonstrate the correct technique or approach
• Allow the player to ask questions and provide input
• Develop a concrete plan for improvement together
• Follow up regularly to track progress and offer additional support

By mastering the art of one-on-one coaching, you can build stronger relationships with your players and address issues more effectively. This personalized approach often leads to faster skill development and fewer repeated mistakes.

Understanding Player Motivation: Tailoring Your Coaching Approach

Every player on your team is unique, with their own set of motivations, goals, and learning preferences. Recognizing and leveraging these individual differences can dramatically improve your coaching effectiveness and team cohesion.

Taking the time to understand what drives each of your players allows you to tailor your coaching style and communication approach. Some athletes may respond well to intense, vocal motivation, while others might prefer a more subdued, analytical approach.

Strategies for Uncovering Player Motivations:

1. Conduct individual player meetings at the start of the season
2. Use surveys or questionnaires to gather insights
3. Observe how players respond to different coaching styles and feedback
4. Encourage open communication and create a safe space for players to express themselves
5. Pay attention to non-verbal cues and body language

Once you’ve identified what motivates each player, you can adjust your coaching techniques accordingly. This might involve setting personalized goals, providing specific types of feedback, or assigning roles that align with their strengths and aspirations.

Remember, motivation isn’t static. Regularly check in with your players to ensure your approach remains effective and adjust as needed throughout the season.

Consistency and Routine: Building Trust and Respect

In the world of lacrosse coaching, consistency is key to establishing a strong foundation of trust and respect with your team. When players know what to expect from their coach and the overall program, it creates a sense of stability and allows them to focus on their performance.

Consistency extends beyond just your coaching style – it encompasses how you treat players, enforce rules, and structure practices and game days. By maintaining a steady approach, you create an environment where players feel secure and can thrive.

Elements of a Consistent Coaching Approach:

• Establish clear team rules and expectations
• Treat all players equally, regardless of skill level or position
• Maintain a predictable practice and game day routine
• Follow through on both rewards and consequences
• Communicate regularly and transparently
• Model the behavior and attitude you expect from your players

How does consistency impact team performance? When players trust their coach and respect the program, they’re more likely to buy into the team’s goals and put forth their best effort. This trust also fosters open communication, allowing coaches to address issues more effectively and make necessary adjustments.

The Importance of Explaining the ‘Why’ in Lacrosse Coaching

Modern athletes, particularly younger players, are increasingly curious about the reasoning behind coaching decisions and training methods. Gone are the days when players would simply follow instructions without question. Today’s lacrosse players want to understand the ‘why’ behind every drill, strategy, and team rule.

By taking the time to explain the purpose and benefits of your coaching decisions, you can significantly increase player buy-in and engagement. This approach not only satisfies their curiosity but also helps players develop a deeper understanding of the game.

Benefits of Explaining the ‘Why’:

1. Improved player engagement and focus during practices
2. Enhanced understanding of game strategies and individual roles
3. Increased player motivation and commitment to improvement
4. Development of critical thinking skills among athletes
5. Stronger coach-player relationships built on trust and open communication

When introducing new drills or tactics, take a moment to explain their purpose and how they translate to game situations. Encourage questions and discussions, allowing players to voice their thoughts and concerns. This collaborative approach can lead to valuable insights and foster a culture of continuous learning within your team.

Establishing Authority: Finding the Balance Between Coach and Friend

One of the most delicate aspects of lacrosse coaching is striking the right balance between being an authority figure and maintaining a positive, supportive relationship with your players. While it’s important to connect with your team on a personal level, it’s equally crucial to maintain clear boundaries and command respect.

Being overly friendly can undermine your authority and make it difficult to enforce rules or make tough decisions. On the other hand, a strictly authoritarian approach can create distance and resentment among players. The key is to find a middle ground where you’re approachable and supportive while still maintaining your role as the team leader.

Strategies for Balancing Authority and Rapport:

• Set clear expectations and boundaries from the outset
• Be consistent in your treatment of all players
• Show genuine interest in your players’ lives without overstepping
• Use a professional tone and demeanor during team activities
• Address disciplinary issues promptly and fairly
• Celebrate successes and provide support during challenges
• Lead by example in terms of work ethic, sportsmanship, and conduct

Remember, your primary role is to guide, teach, and develop your players both as athletes and individuals. By maintaining a respectful balance between authority and approachability, you create an environment where players feel supported yet understand the importance of discipline and structure.

Cultivating a Winning Team Culture in Lacrosse

A strong team culture is the bedrock of any successful lacrosse program. It encompasses the values, attitudes, and behaviors that define your team’s identity and guide player interactions both on and off the field. Building a positive culture takes time and effort, but the rewards are immeasurable in terms of team cohesion, player development, and overall success.

At the heart of a winning team culture is mutual respect – between coaches and players, and among teammates. When respect is the foundation, it becomes easier to foster open communication, accountability, and a shared commitment to team goals.

Key Elements of a Strong Lacrosse Team Culture:

1. Clearly defined team values and expectations
2. Open and honest communication channels
3. A sense of belonging and inclusivity for all team members
4. Emphasis on personal growth alongside athletic development
5. Recognition and celebration of both individual and team achievements
6. A strong work ethic and commitment to continuous improvement
7. Resilience and positive attitude in the face of challenges

How can coaches actively shape team culture? Start by modeling the behaviors and attitudes you want to see in your players. Consistently reinforce your team’s values through your actions, words, and coaching decisions. Create opportunities for team bonding and leadership development outside of regular practices and games.

Remember that culture is not static – it requires ongoing attention and nurturing. Regularly assess your team’s culture and be willing to make adjustments as needed to keep it aligned with your program’s goals and values.

The Coach’s Responsibility: Setting the Tone for Team Behavior

As a lacrosse coach, your influence extends far beyond teaching game strategies and skills. You play a crucial role in shaping the behavior and attitudes of your players, both individually and as a team. The old adage “what happens on your field, you either coach or allow” holds particularly true in team sports.

Every interaction, drill, and game situation presents an opportunity to reinforce positive behaviors or address negative ones. By being proactive and consistent in your approach to team conduct, you set clear expectations and create a standard for your players to follow.

Strategies for Effective Behavior Management:

• Clearly communicate team rules and expectations at the start of the season
• Address behavioral issues promptly and consistently
• Recognize and praise positive behaviors and attitudes
• Use teachable moments to reinforce team values
• Implement a system of accountability among players
• Lead by example in your own conduct and interactions
• Create a culture where players feel comfortable reporting concerns

It’s important to remember that behavior management isn’t just about discipline – it’s about cultivating a positive team environment where players can thrive. By actively coaching behavior, you’re helping your athletes develop important life skills that extend beyond the lacrosse field.

Transparency in Player Roles: Fostering Understanding and Acceptance

In any lacrosse team, players will inevitably have different roles and varying amounts of playing time. While this is a natural part of competitive sports, it can lead to frustration and resentment if not handled properly. As a coach, one of your key responsibilities is to ensure that every player understands their role within the team and the reasons behind playing time decisions.

Transparency in this area is crucial for maintaining team morale and preventing misunderstandings. When players clearly understand their roles and the criteria for earning playing time, they’re more likely to accept their position and work towards improvement.

Best Practices for Communicating Player Roles:

1. Have individual meetings with players to discuss their roles and expectations
2. Clearly outline the criteria for earning playing time
3. Provide regular feedback on performance and areas for improvement
4. Be honest about a player’s current standing and potential for increased playing time
5. Explain how each role contributes to the team’s overall success
6. Recognize and value the contributions of all players, regardless of playing time
7. Create opportunities for player development at all levels

Remember, your goal is to create an environment where every player feels valued and understands their path to success within the team. This approach not only minimizes conflicts but also motivates players to work harder and support their teammates.

By implementing these coaching techniques, you can create a more engaging, positive, and successful lacrosse program. Remember that coaching is an ongoing learning process – stay open to feedback, continually refine your methods, and always prioritize the growth and well-being of your players.

10 Coaching Tips To Improve Your Players

Last Modified: September 6, 2022 Posted By: Paul Warren

Coaching is not all about the X’s and O’s, there are many aspects of being a coach.  A big one is having a connection with their team and players. Every kid and player out on the field is different and is unique in many ways.  They learn at different speeds, in different styles, and all have separate skill sets.  It can be a challenge for a Coach to be running practice, teaching new methods of the game and there is a group of kids talking or just doing their own thing.  For a coach wanting to get the best out of all their players, this is very frustrating.  Here we are going to give the coaches out there some tips on how to better understand and coach players in today’s time

The Stringers Society Top Ten Coaching Tips

1. Make sure the entire team is engaged and attentive. Being active in your drills can get more players engaged.   Also, using small groups forces inclusion.
2. Positive reinforcement makes every player feel better. Using encouragement is far more effective than constant punishment.
3. Punishment and corrections are best in 1 0n 1 situations. Clearly explaining a problem to a player helps reduce the chances of repeating a bad habit.
4. Find out what motivates your players. Knowing your players is half the battle and getting them excited for play makes all the difference.
5. Always be consistent because it establishes loyalty and respect. Treat all players the same, and give them a routine they will expect each game day/practice.
6. Explain everything in order to teach better! Today’s players are obsessed with the “why”. Explaining the benefits of a drill can get players more involved and bought it for better productivity.
7. You don’t want to be your players’ friend. This doesn’t mean you can’t be friendly, just remember you’re the authority.
8. Build a good culture.  Let your players know you respect them and make sure they respect you too, then your team will be more open with each other.
9. If it’s happening on your field you either coach it or allow it. This goes into building a good culture and stopping activities or habits you don’t want on your team.
10. Be honest and make sure players know their roles to avoid hard feelings. If playing time isn’t distributed equally among all players then they should know why so they can understand.

Great Coaches Make Great Players, and Great Players Thank Great Coaches

Your team should have behavioral expectations from your players as well as mutual respect. Nobody should be considered above any players so none are allowed to get away with something others wouldn’t. All players must follow the same rules and have the same punishments while you are coaching. This lets you keep players in line so that none feel they are being treated differently.

A Conclusion to Lacrosse Coaching Advice

Coaching can be one of the most rewarding jobs out there, but it’s more about the kids than you. Share your vast knowledge with players wanting to learn and you’ll see how great it is in no time. You can make these kids better humans by teaching simple life lessons along with the skills of lacrosse. Coach in order to make your players better athletes, but teach them to be better people. Remember, our great sport isn’t always about winning on the scoreboard. Celebrate small victories like players improving, passing milestones, and becoming better people in order to keep morale high and make lacrosse as much fun as possible.

About Paul Warren

I started playing lacrosse my freshman year of high school and immediately fell in love with the game. I played sports all throughout my life and 2 others in high school but I chose to continue on and focus with lacrosse at the collegiate level. I couldn’t have been happier with my decision, lacrosse is so unique in many ways and it’s so fun to play. The team brotherhood culture is also a really special part of the game that caught me. I want to spread the sport of lacrosse around to as many as I can and see it grow to become something great.

Lacrosse Coaching Techniques

Lacrosse Coaching Techniques has what you need…

Is your lacrosse practice dull and boring?

Do you need some new
Lacrosse Coaching Aids?

Are you looking for some fun and exciting ideas to make your team better?

Are you looking for new ideas on
Lacrosse Conditioning?

Anything…You want it. We have it.

We provide you with new ideas, and new ways to make practice better and more productive.

Jazz Up Your Lacrosse Practice

A good lacrosse coaching technique that you want to use is called “economical training.” This is making the most of every single second that you spend at practice. There are (more or less) two different ways to make your practice more economical.

• The first way is to combine the skills you are teaching so that the players are always doing more than one. An example of this would be to run while shooting the ball (not just stand and shoot). Another could be dodge, run, then shoot.

  Try to incorporate at least two skills in each drill.

• The second way to incorporate economical training, and proper lacrosse coaching technique is to create stations. Create 5 stations, about 5 people at each station, around the field.

  This works great, because rather than waiting for five or six different people to go before you, you only have to wait for one or two. Waiting less, and getting more reps will improve your skills drastically.

If you want a more productive practice, then I highly recommend trying one of these two lacrosse coaching techniques.

From Lacrosse Drills to Lacrosse Coaching Techniques

Tired of Line Drills?

I think almost every person who has played lacrosse can agree that the most boring part of practice is the line drill. Wow…Lets all run in a straight line and then pass the ball! FUN!

If you are looking for an alternative to the line drill, then you can try The Box Drill. The box drill is similar to line drills, but more interesting and a good change.

Start all of your players at the top corner of the box. Besides that corner, every other corner should have only one player at it.

The player in line starts with the ball, makes a dodge, and then passes it to the top left corner (the other corner at the top of the box). That player makes a dodge, and passes it diagonally to the bottom right corner. That player catches it, makes a dodge, then passes it across the crease to the bottom left corner player (who should be cutting to the crease). That player takes a quick shot, then gets back in line. The drill starts again. (Important: Once you pass the ball, you are replacing the spot of the player you passed it to, so it is constantly rotating.)

This is a fun drill that easily replaces doing line drills.

For more drills that you can do at practice

The Unsettled Drill is unorganized, but it works.

The Unsettled Drill

Another lacrosse coaching technique is an alternative to regular 6v6. Separate your offense (Put them on the sidelines on one side of the field) and defense (Put them on the other side line).
The head coach is with the offense, while the assistant coach, or defensive captain is with the defense. The coach says a number such as, “four” so that only the offense can here it. At the same time, the defensive coach says a number, “3” so only the defense can here it.

When the whistle blows, both offense and defense sprint onto the field (each with their respective number of players), and they play unsettled, until the ball is cleared or goes in the goal.

Once the play stops, the players go back to their respective sideline, and the drill starts over again. Note that if the defense or offense is vastly overwhelmed, just keep playing.

This drill can look very disorganized, but it has some great key elements. It has conditioning, with the players sprinting onto the field each whistle. It has communication, the players must decide who is going out onto the field. And most importantly, it is a pretty fun drill.

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The education system in England

Generally, English students start school at the age of 5 and graduate at 16. Many continue their education until the age of 18. It is possible to start attending school at 3 years old. Students who continue their education until the age of 18 complete it at colleges or universities, receiving “further” and higher education.

Nursery. preparatory schools.

Very young children (under the age of 5) attend nursery schools. Classes are held either in the morning or in the afternoon. The emphasis is divided on the development of academic, social, linguistic and aesthetic skills through play, music, art, drama, and manual labor. Children receive basic reading, writing and numeracy skills that prepare them for school life. For example, familiarity with mathematical concepts goes through the use of various toys, objects and materials, such as puzzles, pebbles, clay, etc. The development of language skills goes through teaching poetry, stories and singing, physical development through music, movement and games.

The development of cognitive activity in various areas of basic knowledge and the habit of enjoying learning is developed by encouraging independence in the preparation of oral messages-topics, in cooking, working with natural materials, going out into nature and other activities are considered as a kind of creative work.

The class during this period is 10-15 people. There are usually three staff members responsible for the classroom: the teacher and support staff, in particular a specially trained nanny for every five people. Often the class is divided into subgroups depending on the abilities of the children. Educational approaches range from traditional to more “child-centered”, where children are engaged in research or creative work under the supervision of adults most of the time.

Primary school.

Primary school accepts children aged 5-7 years and studies until 11-13 years old. Admission to the school is subject to previous academic performance and the results of an interview with the Principal. Some schools may offer entrance tests in English and Mathematics. Admission is subject to the Director, whose decision is final. In elementary school, children study 10 disciplines. Three of them are basic: mathematics, English, natural sciences. At the end of each academic year, these subjects are tested. The remaining seven are: history, geography, one of the modern languages ​​(usually French), technology, including IT, art, music, physical education.

Until the age of 8, classes are taught by one teacher. After the age of eight, children can be grouped according to ability, and subject teachers appear. At 9-10 years of age, the emphasis is on individualized learning in subjects and great attention is paid to the requirements of the GCSE. At an even older age, the students, remaining a class led by a class teacher (15-18 people), attend classes in subjects in different groups, which are formed in accordance with the abilities of the students.

The number of items increases to 12-15 (eg Latin or Greek, sculpture, design and technology). Other elements of the curriculum may include thematic sessions, group activities and projects, field research and study tours. Much attention is paid to computer literacy as an integral part of education.

Much attention is paid to subjects related to art. Most schools have various orchestras, choirs, drama circles, a large number of concerts, various festivals are held both at the school itself and outside it. Visits to art galleries, opera and ballet performances, theaters and concerts are organized.

Physical education is a very important part of the curriculum. Sports activities are compulsory. Especially popular are team sports, team games: football, cricket, rugby for boys, English rounders, gymnastics, hockey and lacrosse for girls. Tennis is popular. In recent years, many have recognized that not all students like team sports, so schools have increased the number of available “non-competitive” sports: squash, horseback riding, golf, badminton, etc. Leisure time sports are encouraged. Most schools have excellent conditions for this (indoor swimming pools, football fields, tennis courts, squash, etc.),
Most schools have excellent libraries. Reading is encouraged as such.

Senior school.

Children from the age of 11 (boys often from 13) are admitted to the senior school. They study until the age of 16. At the age of 16, after completing a two-year course of study, GCSE exams are taken. After passing the GCSE, you can stop studying, you can go to the next level, which also lasts 2 academic years and ends with the GCE A Level exams.

During the 2 years prior to the GCSE, students study: English, mathematics, physics, chemistry and biology (sometimes these subjects are combined into the general course “natural sciences”), modern language (French, and / or German, Spanish), history, geography, religion, information technology, physical education, art, drama, music, technology design. Latin, domestic economics may be offered.

Number of students in the class – 12-18 people. A feature is the organization of training in “streams” depending on the individual inclinations of students and their abilities in each of the subjects. This means that students attend classes in a subject in a group consisting of students from different grades of the stream but with the same level of ability and performance in this subject. A student can be in a “strong” group, for example, in the humanities and in a “weak” group – in mathematics.

At age 14, students begin a two-year course (years 10 and 11) that ends with a GCSE and a certificate. The student has the right to choose from the entire range of subjects, i.e. out of 13 8 or 9, the most able can choose 10 or 11. Practically mandatory are English, mathematics, science.

One of the main features of the English school is the assessment of positive results. In other words, students are judged on the principle of finding out what they can do best based on their knowledge and skills, not on the basis of registering and stating what they can’t do.

This principle is implemented by applying several techniques. Firstly, a significant part of the final grade (at least 20%) is obtained as a result of passing term papers during the year, and not only on the results of exams, which allows you to track the progress or, conversely, the backlog of the student over time, and also allows the student to demonstrate the results of his work not “at once”, but in development. Secondly, students are examined on differentiated tasks, designed to match the level of knowledge to a certain assessment.

Six Form

After passing the GCSE, an English student can complete their academic education. Further study is voluntary. Those who have made the decision to receive higher education move to the next stage – to the 6th grade (Six Form). Education in the 6th grade lasts 2 years. In fact, this is the 12th and 13th year of study. During this period, an independent approach to learning is especially encouraged. The organization of the educational process helps to increase the responsibility of the student for the result of his work. More attention is paid to developing the ability to prioritize and manage time. Individual lessons and self-training take up a significant part of the time.

At this stage of study, three to four subjects are studied for the GCE A level (General Certificat of Education Advanced) exams. Since 2002, British schools have begun to study more subjects and take the so-called AS qualifications. The amount of material and, accordingly, study time when studying AS subjects is two times less than A level. Accordingly, exams in two subjects AS level are equal to one A level. The grades obtained when passing the AS level “weigh” when admitted to the university two times less (A = 5 points, B = 4 points, etc.)

This allows students to expand the range of subjects they study in 6th grade or take an additional subject according to their interests. Often in practice, a combination of 2 A and 2 AS, which allows you to approach your studies more flexibly and can also provide the right number of points when entering a university.

The subjects studied at this level may be the same as the previous years of study. However, at this level there is a wide range of subjects that you can start learning from scratch: economics and business, law, modern languages ​​(for example, Chinese or Russian). It is extremely important to carefully weigh the choice of subjects, since further admission to the university and, possibly, passing the competition when applying for a job depends on it.

There are two ways to pass exams at this level. Traditional (linear) and modular, which is gaining more and more popularity lately and the number of items available for modular delivery is growing. The traditional way of assessing knowledge is that the last, decisive exams are taken at the end of a two-year course.

Modular exams allow you to divide learning into a certain number of discrete parts or modules. At the end of the study of the material of each module, an exam is taken, and the results are not evaluated by the school itself, but by an examination committee outside the school. Modules can be retaken to improve results, as well as accumulate modules for 4 years. There cannot be more than 3 training modules and, accordingly, exams for them per year. In accordance with the rules for passing exams, modular courses cannot make up more than 70% of the total volume of academic disciplines.

The A/AS-Level system is often criticized for being narrow, over-specialized, and limited in subject selection. To create a “balance”, many schools introduce non-exam compulsory subjects into the program, the study of which contributes to the comprehensive development of the student’s knowledge. Typically, English students begin to study at the age of 5 and graduate at 16. Many continue their education further up to 18 years. It is possible to start attending school at 3 years old. Students who continue their education until the age of 18 complete it at colleges or universities, receiving “further” and higher education.

World practices | A.J. JULIANI

EDUCATION | CULTURE | ART

15 mistakes
that I made
in my first year of teaching

(and what I learned from them)

Over the past six years I have had the great pleasure of working with many young teachers who make those the same mistakes that I made in my first year of teaching experience. The first year was really hard, but I loved my job
and, to be honest, was not heavily overloaded most of the time. As a result, I have accumulated my own list of “rookie mistakes”.

I also realized that the best way to help a new teacher is to share your story and experience. The best thing about making mistakes is the opportunity to gain experience. So, if you are familiar with a few of the
errors below, then this is only a separate part of the entire learning process.

A.J. JULIANI

1. Sleep at school

This is your first job after university and you want to be the best. But staying at the school until the security guard closes it is not the best idea. Talk to your colleagues. Make joint plans. You do not need to reinvent the wheel when preparing a lesson. Moreover, pay attention to efficiency, not duration (which can quickly lead you to “burnout”).

2. Do not attend extracurricular activities

I remember at first many people advised me to focus on the educational process. Terrible advice. An important component of this process is to be in the “party”, to participate in extra-curricular activities and events. It is important for students to see you not only as a teacher. I, for one, got into the school newspaper and lacrosse practice…and those were the best two decisions in my first year of teaching.

3. Write instead of calling

This may seem obvious to most older educators, but younger teachers can spend hours writing a comprehensive letter to parents or colleagues. In most cases, one phone call would be more efficient and save time. And some things (especially something emotional) are better said than written letters.

4. Call when you can meet in person

Ever heard of claustrophobia? I think I got it from being in class all the time. When I forced myself to get up and go for a walk, talk to people – it helped.

5. Focus on one student

I know many teachers who have given a lot of attention to one of their students. And it happens to the best of us! There is nothing wrong with trying to help, but the role of such a “savior” has serious emotional consequences: the other 20 students who also need support are left out of sight. Try to find the “golden mean”.

6. Trying to create a ” well-managed ” classroom the role of the teacher is partly that of a manager. So I’ve spent a lot of time establishing a “good behavior” mode in the classroom so that I can cross it off my list of skills and abilities. But with this approach, engagement is lost. If the class during the lesson behaves louder than usual, this does not mean at all that the children are not involved in the process or inattentive. I learned this when in one lesson the whole class was completely engrossed in “crazy” debates. And this is what I would like to repeat again and again.

7. Too many final tests

nye works. Please don’t repeat my mistakes. Forcibly holding students’ attention for an impending test is one of the worst teaching options. It is better to resort to intermediate assessment.

8. Not enough intermediate grades

I ignored this fact for a long time. Midterm assessment is the best way to see if students understand the current topic. When you use this method, you see the real picture, and do not guess who, how and what understood.

9. Too much 4 I thought that in order to achieve a result, you need to give students more homework. Why? Maybe because when I was in high school myself, the hardest classes had more homework. I had to change my mind about this when my students began to pay more attention to the fact that they had done their homework than to really understanding the assignment. I’m not saying we should “get rid” of all homework altogether (although sometimes we should), but I have had to rethink the purpose of the homework I give my students.

10. Contacting parents only with “ bad news ”

them about some unpleasant incident At school. I was lucky that this didn’t happen very often. But looking back, I feel uneasy about the situation. I quickly realized that communicating with parents, not only on negative occasions, but also with good news, is the way to harmonious relationships with both parents and children.

11. You make lesson plans the way you did in college

Remember these 4-5 page lesson plans you typed in college/university? You will burn out very quickly if you continue to write these treatises for each lesson every day . .. And what you write is not the fact that it will be somehow connected with the real process in the lesson, but most likely will continue to be a list of tasks on paper . Think shorter and more realistic tasks.

12. Disregard classroom design

Classroom design is more than just desks in a row. Unfortunately, I did not immediately understand that the quality of learning and building relationships in the classroom depend on the design of the learning space.

4 It is important to understand the role of technology in learning. If you include something multimedia in your lesson plan “for sometime there”, then it will be perceived as something special. The only problem is that technology is no longer something special in everyday life. Today it is an integral part of communication, work, we create, teach and consume with the help of technology. Therefore, when we introduce technology as a separate part of learning, students get the impression that we are only using it for certain things and at certain times, instead of instilling in them the perception of technology as a good resource for learning.

14. Don’t ask for help

If you’re like me, you probably think you can do everything on your own. I thought so (and still sometimes). And spent hours planning a lesson when I could create something better and faster with the help of my colleagues. I rarely turned to them for help, believing that they would think that I was not able to do something on my own. Now I ask for help all the time. And guess what – people love to help! This is not inconvenient, especially when you come up with an incredible idea in the course of a discussion. 9 90 087

It is difficult for a new teacher to conduct a lesson at the same pace, but at the same time to keep all students involved.