DO: diagnose learners’ needs, interests, learning styles, goals, etc. — so your teaching is relevant and responsive, provide a range of different activity types and topics — variety supports different preferences and keeps lessons engaging, offer choices and involve learners in decisions — this increases agency, motivation, and investment, help learners make the best use of their learning preferences — this improves study efficiency and confidence, show learners how to use learning opportunities outside the classroom — encourages autonomy and long-term development, teach specific strategies to improve learning — strategy training empowers learners to become independent, mix and match learners for varied interaction — this builds communication skills and exposes them to different peers, provide individual assistance and counselling where possible — personalised support meets unique learner needs, get feedback on the learning process regularly — helps you adapt teaching and supports learner reflection, DON'T: assume everyone learns in the same way you do — your personal learning style is not universal, ignore learner resistance or frustrations — these are important indicators that something isn’t working, expect all learners to work comfortably at the same pace and rhythm — learners process information differently, use the coursebook all the time — over-reliance limits flexibility and responsiveness to learners, use the same approach all the time — a single method cannot meet all learners’ needs, treat learners as if they were all the same — this ignores individual differences and reduces effectiveness,

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