Submit Feedback

Resource Book Home

Contents

Acknowledgements
Foreword
Using This Resource

I. Preparing to Teach
Planning a course
--Defining Instructional Objectives
--Teaching and Learning Styles: The   Academic Culture
--Choosing and Using Instructional   Materials
--Writing a Syllabus
--Syllabus Checklist
--Using the Syllabus in Class
--Summary of Course Planning
Addressing Students' Needs
--Importance of Knowing Your   Students
--Planning Considerations
--Getting to Know Your Students
--Students of Different Backgrounds
--Students with Disabilities
--Teaching Strategies: Non-Native   Speakers of English
--Creating a Learning Environment
--Dealing with Disruptive Behavior in   the Classroom
--Common Disruptive Student   Behaviors and Possible Responses
--Dealing with Apathetic Students
--Cultural Differences for International   Instructors
--Summary of Addressing Students’   Needs
Teaching Tips
--Organizing Class
--Ways to Be Accessible Outside the   Classroom
--Six Common Non-Facilitating   Teaching Behaviors
--Wireless in the Classroom: Advice   for Faculty
--Summary of Teaching Tips

II. Teaching Methods
The First Day of Class
--When the Class Meets You
--When You Meet the Class
--Diversity the Instructor Brings to the   Classroom
--Conversing with Students with   Disabilities
--Moving Forward
--Summary of the First Day of Class
Lecturing
--Strategies for Effective Learning
--Advantages and Disadvantages of   the Traditional Lecture Method
--Enhancing Learning in Large   Classes
--Chalkboard Technique
--Writing Assignments in the Lecture
--Engaging Women in Math and   Science Courses
--Formulating Effective Questions
--Summary of Lecturing
Discussion
--Brief Overview
--The “Nuts and Bolts” of Discussion
--Facilitating Discussion of Sensitive   Issues
--Encouraging Student Contributions
--Alternative Instructional Methods
--Potential Problems in Discussions
--Summary of Discussion
Expanding Teaching Strategies
--Practical Examples
--Show and Tell
--Case Studies
--Teaching with Case Studies
--Guided Design Projects
--Brainstorming
Group Work
--General Information about Using   Groups
--Group Work in an Introductory   Science Laboratory
Science Labs
--The Role of the Lab Instructor
--What Do the Students Need to   Know?
--The First Day
--Planning and Running a Laboratory
--Safety Procedures
--Summary of Science Labs
Teaching Outside the Classroom
--Tutoring
--Office Hours
--Teaching Students to Solve   Problems
--Advising and Extracurricular   Activities
--Summary of Teaching Outside the   Classroom
Overcoming Misconceptions
--Societal Attitudes and Science   Anxiety
--Misconceptions as Barriers to   Understanding Science
--Common Difficulties and   Misunderstandings

III. Teaching-as-Research
Assessing Student Performance
--Establishing Objectives for   Assessment
--Assessment Primer
--Formulating Effective Methods of   Assessment
--Helping Students Succeed on   Assignments and Exams
--The Why and How of Tests
--Grading Lab Reports, Problem Sets,   and Exam Questions
--Grading Checklist
--Grading Specific Activities
--Grading Writing
--Summary of Assessing Student   Performance
How to Evaluate Your Own Teaching
--Evaluating Your Own Teaching
--A Note on Teaching-as-Research

IV. Appendices
Inspirational Essays
--Mathematics: The Universal   Language of Science
--Transforming Quizzes into Teaching   and Learning Tools
--Teaching My Students to Fish
--Chemistry: The Other Foreign   Language
--Teaching to Different Modes of   Learning
--Notes from a Career in Teaching
Additional Resources
Websites
Graduate Assistant Handbook Outline
--Department- and Institution-Specific   Information
--18 Questions to Have Answered

Works Cited

Submit Feedback

Maintaining discussions often means dealing as smoothly as possible with the problems that arise. Here are some common problems with suggestions for how to deal with them.

The student who talks too much

A way to approach the avid talker and pull in non-participants is to avoid looking in the direction of the persisting student or to structure the discussion in a way that precludes that person’s participation, e.g., saying “Let’s hear from someone who has not yet contributed.” Instructors might also ask one or more members of the class to act as observers for a few class periods, reporting back their observations to the class. Perhaps assigning the avid talker to the observer role would help the student develop sensitivity. Another technique is to talk to the student individually outside of class.

The student who will not talk

Instructors need to set clear expectations for participation. It is also important to reinforce participation. A way to approach non-participants is to provide opportunities for small group discussions. Smaller groups may help put some students at ease. A second strategy is to ask opinion questions occasionally (e.g., “How do you feel about this?”). This may encourage participation by reducing students’ fear of answering incorrectly. Another strategy is to have students write out their answers to a question. Having the words written out may make it easier for a shy or fearful person to speak up.

The discussion that turns into an argument

In good discussions, conflicts will often arise. If such conflicts are left ambiguous, they may cause continuing trouble. Here are some ways to resolve them:

• If the solution depends on certain facts, the instructor can ask students to refer to the text or another authority.
• If there is an experimentally verified answer, the instructor can use the opportunity to review the method by which the answer could be determined.
• If the question is one of values, the instructor may use the occasion to help students become aware of the values involved.
• The instructor can list both sides of the argument on the board.
• The instructor can take a strong position as moderator, preventing students from interrupting each other or speaking simultaneously. She or he can lay ground rules for discussion, such as asking students to focus conflict on ideas rather than people and to resist being judgmental.

Unclear or hesitant comments

The instructor can encourage students making unclear contributions to give examples and factual evidence of their points. The instructor can also restate points for verification or rejection by the students, or give enthusiastic nonverbal cues and patience.

The discussion that goes off track

Some instructors keep discussions on track by listing the questions or issues they want to cover on the board or summarizing the discussion on the board as it proceeds. Stopping and asking a student to summarize where the discussion is at the point it appears to go off track may also help.

The student who attacks the instructor

When students argue for the sake of argument, instructors will usually lose if they take the bait. This situation often occurs when instructors are going over exams or assignments. Students who attack usually want attention, so simply giving them some recognition while firmly moving on often takes care of the problem. If students are simply trying to embarrass the instructor, they may seek to make him or her defensive with such comments as, “How do you really know that…?” or “You’re not really saying that…?” Such questions can be handled by playing boomerang. The instructor might say, “What I’m saying is…, but now I'd like you to share your perspective.” Turning the question back to the questioner forces him or her to take responsibility for his or her opinion. Other ways to handle these situations include:

• Confrontation

Instructors can confront the questioner with their reactions to his or her behavior. “I’m uncomfortable with the imprecision of your questions. What I really hear you saying is...”

• Active listening

Instructors can paraphrase the message they heard and check out the accuracy of their assumptions before responding.

• Locating

Instructors can ask the questioner to explain the context behind the question.

• Reframing

The focus can be on clarifying the assumptions behind the person’s argument and then inviting her or him to see alternative possibilities.

• Deferring

Often, the best strategy is to invite students to come up after class and arrange for a time to talk about the disagreement further, and then move the discussion on to another topic.