The goal of teaching is something that also falls on the teacher and he is often responsible for the failure of the lesson. If the teacher does not know what he is aiming for what result he wants to achieve what kind and amount of knowledge he wants the students to acquire what he should expect from the best and what from the worst in the group then it is certain that no matter how much knowledge he possesses no matter how much mastery he can muster he will in the end be a bad teacher. It is therefore necessary to have the general direction of the group which direction he must have clarified and communicated to the students. He must then have formulated a syllabus. This need not be strict inflexible and inflexible.
On the contrary it must be able to adapt to the particularities of each specific group of students. But if it is not there then even correctly formulated opinions will seem confused without coherence. Finally he must know with relative precision the timetable of his lessons whether they consist of one or two lectures or of many more. I do not mean to say that he must have predetermined the exact content of each meeting since that is almost impossible but not even desirable. But he needs to know the duration in order to distribute his material with a beginning middle and above all an end. The excitement of the beginning all too often gives way to a vague disappointment towards the end. This is due to a lack of a sense of completion. Both the teacher and the student must feel that a circle has been closed. A circle that most likely leads to the beginning of another but which remains an independent circle.
Having argued that the students are like the theater audience let’s also be led to the following conclusion the teacher needs their participation even implicitly. A nod a smile a movement of the head. Something after all to show him that the audience is not only physically present. Accordingly he too must distribute his attention to all those present so that each of them believes that the lesson is addressed to him personally. The latter of course is not always true. And this is because the teacher inevitably turns his preference towards one or more of the people who make up his audience.