Darren Lorente, UK
I don't know if this will be very helpful, but I have been teaching prepositions via the quizzes found on this website which allows for a test teach test approach which in my humble opinion works quite well for this piece of language as it keeps up the interest of the students. I suppose that it is important to concentrate on the main prepositions (i.e the ones most widely used: at, in, to, at etc) and it is a matter of habit and/memory which will come with practice.

Rob Norris, Italy
There is no getting round practice with prepositions. I think Darren's approach provides the necessary basis for teaching them, but I also think that oral drilling is vital. After all, the best way to remember them is to speak them frequently, not least because one thing about many prepositions is that their explanation can be accompanied by effective body-language, which might allow some students to see the 'logic' in them.

Marianna Pascal, Malaysia
It's imperitive that you, the teacher, see that prepositions are neither illogical nor isolated. More often than not, prepositions make logical sense and when they do not, you can find a mental image to make them logical. For example, it might be difficult to remember that "on" comes after "concentrate", but if you imagine a child looking down on his textbook studying, the preposition seems logical. Secondly, when teaching vocabulary, always try to link the collocating preposition. For example, if you are teaching the word "farm", teach "on a farm" instead.

Leonid, Russia
I absolutely agree with Darren Lorente. We have different types of prepositions in English they are: preposition of time, place, etc. You just explain where and in what situation they're used and test them as more as possible. I don't know about your students, but mine love being tested.
Good luck, Leonid

Maricarmen Morayta, Mexico
I really don´t have any suggestions. I just wanted to let you know that prepositions are difficult and illogical in other languages, not only in English . I tell my students that a couple of my English teachers (native speakers) found it hard learning prepositions in Spanish. It gives them a sense of fairness.

Laxmidhar Panda, India
It is better to explain the meaning and use of some of the time prepositions through diagrams and figures.We can give them asimple rule that the preposition 'on' is placed where there is a plain 2-dimensional surface: 'on the table,' 'on the wall,' on the ceiling,' no matter whether the surface is horizontal or vertical. Likewise, we can teach the meaning and use of the preposition in, at, over, etc., to our students by drawing diagrams on the blackboard.

Clement Uzo Chukwudifu, Nigeria
Prepositions are learnt and mastered through practice. I would suggest making use of some good dictionary which puts together the use of prepositions and prepositional phrases or adverbial particles. It must be noted, however, that there are some fixed collocations in the use of certain verbs, adverbs and adjectives plus prepositions in English. I have found that the problem of using prepositions is not only with second or foreign language learners but also it applies to nearly all users of English. I would suggest getting a good dictioinary and carerfully checking the use of some peculiar prepositions. Another good reference is the small pamphlet written by R.A. Close titled "Prepositions".

Morag Lehmann, Germany
One way to practice prepostions of time is to play a voting game. Each student writes the prepositions "on", "at" and "in" on separate pieces of paper. I read out a list of words or phrases such as "three days", "Christmas" or "Tuesday". After I have read the word each student must vote by holding up what they think is the correct preposition. If they get it wrong they are "out" and the last one "in" is the winner. I usually give them a couple of extra lives though. This exercise works well with every level of class I find.

Gill Quarcoopome, Ghana
Try the visual/active approach depending on the age and level. Get students to describe or act out an army assault course or escape from prison.Describe the position of furniture and equipment in their office/classroom or a game of golf. Also it may be useful to concentrate on the prepostions that are used just for time ie. in at on.

Many students find the prepostions used as parts of phrasal verbs the most confusing eg. bring in, bring up, bring ou etc.Again, use groups of verbs that are used in particular context such as on the phone (speak up, hang on, call back, put through)or at the doctor (carry out a test, come out in a rash, take time off etc). Learning no more than about 8 of these verbs at a time is best. Choose from lists of phrasal verbs and make up your own context is another option.
Hope these suggestions are be helpful.

David, Czech Republic
At lower levels teaching and testing the really common ones (at, in, on) is very useful. Do it in conjunction with a meaningful context like time or place; AT nine o'clock ON Sunday IN June. For higher levels I've found that teaching them as part of a chunk of language (consists OF, interested IN, good AT, different FROM, similar TO) is helpful; they start to think of it as one word. And don't forget phrasal verbs - controlled practice in how put UP is different from put OFF and put DOWN and put ON etc... is important.

Mythili, India
Prepositions can be taught by making a comparative study. I feel this to be effective with my students. The usage of prepositions can be compared with each other, so that the students understand them in a better way. For example, "on" and "upon" can be compared: "upon" is used when the subject is in motion, like "The dog jumped upon the table." "On" is used with stable subject like, "The book is on the table."

Mary Vanderkooi, Ethiopia
Many of place can be taught using "junk", particularly items corresponding to nouns that should be learned. Construction paper shapes are ideal, along with household items (comb, zipper, cup, plate, hot pad, etc.) Have the teacher tell one student to do something "Put the red triangle on the yellow plate" and then have the student do so. Then that student tells another to put something on something else. This can similarly be done with with, under, next to, on top of, and also sequenced to teach before, after, etc.