Lloyd Nechtman

Effective lesson planning is the foundation of effective teaching.  Planning a lesson in a vacuum, without understanding the audience will result in time wasted (either going over information the class as a whole already understands or from time being needed to answer inordinate amount of questions as a result of gaps in knowledge from the onset).   Starting with an understanding of the students, this allows for content and tempo planning.

Effective testing is critical in determining individual student absorption of the material, but also the overall effectiveness of the teachings to the group.   If a large percentage of students fail a particular test, analysis should be done to determine why (was the material not presented effectively, was the test flawed, were the students not pre-evaluated in a manner to determine the material was above their current level of learning, etc).   The results can help better the course of instruction to ensure students are taught in manner which may better suit them and the material.

In order to determine the effacacy of anything, you must consistently conduct quality performance measurement to ensure what you are doing (in this case teaching) is meeting the intended result.   Informal checks on learning can identify delivery issues in order to make in course corrections, vice simply waiting for a more formal evaluation such as an end of course exam.  Evaluation throughout the learning process will result in a more effective outcome.

Questions are a great way to get/maintain student engagement, but if answers aren't acknowledged, are riduculed, or otherwise not respected (even if incorrect) it can result in students shutting down.  The question process should be a positive one, used to further learning.

I learned to be congizant of my personal learning style in order to avoid projecting that style on all students.  It's important to determine individual learning styles in order to maximize the effects of the learning process.