Puzzling Question

When presenting materials, break up a series of declarative statements with questions designed to prod thinking. Pose a significant question at the beginning of the class period that will be answered at the end. Give a paradox or a puzzle for the class to solve by application of information given in lecture or format. 

T.A.B.S.

Around mid-term ask for feedback on instruction. Do students feel they are learning? What might be done to improve their learning? The Office of Graduate Studies has a computer-scored questionnaire called Teaching Analysis by Students (TABS) which many instructors use for this kind of information. 

Polished Philosophy

Be aware of your teaching philosophy and behavior. "Good" teachers come in a vast array of styles. Resources in the Office of Graduate Studies can help you determine your teaching philosophy. Examine your strengths and weaknesses and polish up your own teaching style.

What to Expect

Check expectations of students early in the course to avoid problems later. What do they hope to gain from the course? Use a questionnaire, a short discussion, or both. Follow up by clarifying matters of prerequisites, objectives, assignments and presentation style. 

Make Your Point

Whether you're using overhead transparencies or computer presentation software, here are some tips to help you "get your point across." Give an attractive, forceful title to your presentation. Summarize your points. Avoid the use of complete sentences. Use boldface or italic type instead of underlining. Use color sparingly.