Teaching Tips 2013-2014
- Emphasize public speaking and oral communication in your courses wherever possible.
- Consider your learning tasks in terms of whether students need to memorize the material, practice a skill or procedure, or be able to locate the technology/tool needed to problem solve.
- You may learn more about your students and their capacities and needs by taking on an advisory role for a student club or event outside of class.
#24 Professor Mark Fogel (Business) reflects on online and real world learning, along with group work in teaching:
- If you cannot bring your students into the field during class time, take the real world into your classroom through expert guest lectures and various objects/examples that illustrate applied concepts from readings.
- Try grouping students by similar ability and performance to encourage different roles (e.g. leadership development in a group of somewhat struggling students)
- Embrace the lost art of written communication through student blogging.
- Conceptualize your teaching in terms of relevance: cultivating curiosity and introducing life skills.
- Challenge yourself to be nice but demanding; precise in your assessments of students.
- As you richly explore your discipline, focus on both the process and the tangible learning outcomes.
More Adelphi-specific advisement tips here:: Adelphi Advising Tips
This post explores the joys of advisement, such as reviving your passion for your field: Advising... how to get to know (and love) your students
This post explores the joys of advisement, such as reviving your passion for your field: Advice on advising
This post explores the joys of advisement, such as reviving your passion for your field: Best Practices for Advising Graduate Assistants
This teaching tip was shared by Senior Associate Provost of Academic Affairs, Audrey Blumberg. Professors of the Year discuss how they build community in the college classroom and use literary scenarios to improve student writing. Read more here: Professors of the Year Reflect on How Failures Helped Them Improve
How does your course outline/syllabus relate to your statement of teaching/teaching philosophy? Explore some possible connections here between learning goals and teaching approaches: Pedagogy Unbound: Two Birds, One Teaching Statement.
How can teaching serve not only struggling students, but also those who are prodigies? This blog post considers the roles of humility and humor in this sometimes challenging balancing act: How You Can Help the Genius in the Classroom.
Consider how awkward, uncomfortable silences early in the semester can become chances for better teaching and learning by exploring listening, thinking, writing and more: Sanctioning Silence in the Classroom.
Many professors find it helpful to take stock of the term and courses taught while all is fresh in one's mind. Here are some discussions from other professors about documenting good ideas and improving strategies for future teaching: End-of-the-semester Review
Another professor shares a collection of tips for meaningful end-of-semester grading: Grading Advice for the End-of-the-Semester Crunch.
As we approach final exams, consider conferencing/workshopping with students in order to get 1-on-1 time to help them plan for last assignments and exams. A professor blogs about how this can be useful: Final Workshops.
This tip aims to provide some inspirations for the upcoming weeks. Looking for some fresh ideas for teaching with Kerouac, comic books, TED talks, and more? Check out this collection/carnival of teaching ideas: Teaching Carnival 5.10
Here's a great graphic found by our own School of Education advisor Marie Dettling, which visualizes major theories of learning: A Visual of Learning Theories
Do you find yourself teaching outside of your comfort zone or beyond your own areas of scholarship at times? This blog post gives some suggestions to aid you: Teaching What You Don’t Know
This article by a philosophy professor considers using media and technologies to teach a new course: Teaching a New Course
This teaching tip explores ways in which our teaching can be examined and improved through reflections on course evaluations, faculty mentoring, and peer observation.
Check out this link for a collection of approaches to precessing course evaluations, including how one might handle challenging evaluations, advantageous times to examine feedback, and ways of contextualizing this process to gain more meaningful results from students: Improve your Course Evaluations by having your Class Write Letters to Future Students.
This resource explores the role faculty mentoring can play in your teaching practice, by providing advice in the form of "rules" that are commonly helpful for junior faculty: #976 How to Succeed in the Academy: A Chair's Advice to Junior Faculty.
This link explores the benefits of peer observation for teaching, especially when observation is part of a reciprocal conversation about particular ideas and questions: A Pleasing Observation.
If you need a little humor and perspective about the challenges and joys of working with your students, here's a list of 60 college mindsets you may encounter among the class of 2017: 60 Things about the Class of 2017.
This link explores more specific time management tips before, during, and after class: The Little Things that Count in Teaching.
Then, imagine your semester month by month to conceptualize your course outlines beyond the syllabus: Time Travel to Plan Your Semester.
This first tip explores the early portion of the semester in terms of planning your teaching. Check out this new site for advice from several other professors addressing strategies for the first few days of class: Getting Ready for Teaching Your First Class
For additional information, please contact:Cindy Arroyo
Associate Professor，Department of Communication Sciences and Disorders
p - 516.877.4768
e - firstname.lastname@example.org
Assistant Professor and Director of Art Education Program, Department of Art and Art History
p - 516.877.4105
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