quently a bad decision in itself. Indecisive teachers cause hesitancy, loss of confidence and confusion among learners. Gather the essential information quickly; make your decision p romptly; announce your decision in time for the students to adjust. Consider the short-range and long-range effectsof your decision. 5. Set the example. Be a role model in your deportment, dress, language, honesty and concern for others. Expect preparation, competence, candor, commitment and integrity from your students; demonstrate them yourself. Set high, but attainable, standards. 6. Know your students and look out for their well-being. Get to know each student, where he or she is from, what is important to each, and what makes him or her "tick." Show genuine concern without dropping standards. Correct those who fall short; reward those who produce results. Respect, but don't worship diversity. If you are successful, your students will go on to become your friends, not out of favoritism, but from the bonding which results from respect and shared achievement. 7. Keep the students informed. Students do best when they know what they must do, and how to approach doing it. They expect logic in your requirements. Explain not only the task, but the reason for requiring it. Let them know that what they are doing is important. 8. Develop a sense of responsibility in the students. Students feel pride and a sense of accomplishment when they successfully manage a new task you have given them. Give them challenges and responsibilities they can handle. Suggest enrichment activities and reward those who show initiative. 9. Ensure that requirements are understood, supervised and accomplished. Let students know what you want done, what manner you think appropriate for solving the problem, and when their work is due. Let the students try. Give guidance where necessary. Accept performance which meets your standards; reward performance that ex ceeds your standards; correct ...
