Some Teaching Hints
NOTE: All previous postings can now be accessed directly via the TP
Listserv at: http://sll-6.stanford.edu/projects/tomprof/index.html
Tomorrow's Professor Listserv
with over 5,100 subscribers in 58 countries
is a product of the Stanford University Learning Laboratory
http://sll.stanford.edu/
SUMMARY TO DATE
Theme Number of Today's Next
Postings Posting PostingThe Academic Enterprise 36
Preparing for Academic Careers 18
Managing Your Academic Career 27
Teaching and Learning 41 * *Academic Research 22
Folks:
In her book, Tools for Teaching, (Jossey-Bass Publishers, San Francisco,
1993), Barbara Gross Davis talks about personalizing the large lecture
class (Chapter 15) and in particular, how to minimize the distance between
teacher and student. Her 13 suggestions posted below may seem simple
enough, but my guess is that all of use could do more of them more often.
I know I plan to do so with my classes in the fall.Regards,
Rick Reis
Reis@cdr.stanford.edu
UP NEXT: Why Students Don't Complete Their Dissertations
--------------------------- 638 words--------------------------
MINIMIZING THE DISTANCES BETWEEN TEACHER AND STUDENT
(1) Let students know that they are not faces in an anonymous audience.
In large courses students often thing that their classroom behavior
(eating, talking, sleeping, reading the newspaper, arriving late, leaving
early) goes unnoticed. Tell students that you are aware of what is
happening in class and act accordingly.(2) Ask students to refrain from sitting in certain rows of the classroom.
For example, one math professor asks students to sit only in rows 1 ,2, 4,
5, 7 ,8 and so on. With rows 3, 6, and 9 empty, he can walk thorough the
audience between the rows, which is especially important while students are
working at their seats. Of course this suggestion is only possible if your
course is not maximally enrolled or oversubscribed and if your classroom is
large enough.(3) Recognize students' outside accomplishments.
Read your campus newspaper, can the dean's list, pay attention to
undergraduate awards and honors, and let students know you are aware of
their achievements.(4) Occasionally attend lab or discussion sections. Sections give you an
opportunity to meet students and answer questions in a smaller setting.(5) Capitalize on outside events or situations, as appropriate.
Relate major world events pr events on campus both to topics in your class
and to the fabric of your students' lives outside the classroom. Consider
distributing a calendar or setting aside class time to mention community
events and resources hat will enhance their understanding of the subject
matter: plays, lectures, performances, demonstrations and the like.(6) Arrive early and chat with students.
Ask how the course is going, whether they are enjoying the readings,
whether there is anything they want you to include in the lectures. Or ask
students to walk back with you to your office after class.(7) Read a sampling of assignments and exams.
If you have graduate student instructors who do most of the grading, let
students know you will be reading and grading some of their assignemtns and
exams.(8) Seek out students who are dong poorly in the course.
Write "I know you can do better, see me during my office hours on all exams
graded C or below. Offer early assistance to students having difficulty.(9) Acknowledge students who are doing well in the course.
Write "Good job! See me after class on all exams graded A, or above. Take
a moment after class to compliment students who are excelling. Some
teachers send "A" students a letter of congratulations at the end of the
semester.(10) Schedule topics for office hours.
If students are reluctant to come, periodically schedule a "help session"
on a particular topic rather than a free-form office hour. See "Holding
Office Hours."(11) Talk about questions students have asked the previous terms.
Mention specific questions former students have asked and explain why they
were excellent questions. This lets students know that you take their
questions seriously and that their questions will contribute to further
offerings of the course. (Source: Gleason, 1986).(12) Listen attentively to all questions and answer them directly.
If they answer to a question is contained in material you will cove during
the remainder of the lecture, acknowledge the aptness of the question
directly whey you arrive at that subject. See "Fielding Students'
Questions."(13) Try to empathize with beginners.
Remember that not all of your students are as highly motivated and
interested in the discipline as you were when you were a student. Slow
down when explaining complex ideas, and acknowledge the difficulty and
importance of certain concepts or operations. Try to recall your first
encounter with the concept - what examples, strategies, or techniques
helped clarify it for you? By describing that encounter and its resolution
to your students, you not only explain the concept but also convey the
struggle and rewards of learning. (Source: Gleason, 1986)[Gleason, M. "Better Communication in Large Courses,"*College Teaching*
1986, 34(1), 20-24.]
-------------------------------------------------------------------------------
Note: Anyone can SUBSCRIBE to Tomorrows-Professor Listserver by sending
the following e-mail message to: <Majordomo@lists.stanford.edu>subscribe tomorrows-professor
To UNSUBSCRIBE to the Tomorrows-Professor send the following e-mail message
to: <Majordomo@lists.stanford.edu>unsubscribe tomorrows-professor
--------------------------------------------------------------------------------