What makes a good teacher? Being a good teacher requires much more than knowing your way around campus or memorizing the rules and regulations of the university. Successful teaching demands a thorough understanding of the course material, a respect for students, a commitment to excellence, as well as a recognition of the need to examine, assess, and adjust your own pedagogical goals and philosophy as you go along.
The transition from student to student and teacher is a major one, requiring a conscious evaluation of your feelings about both roles. What expectations do you have for yourself as a student and as a teacher? How do they differ? How can these contradictions be resolved? How will your new position affect your relationships with undergraduates? How will you know how to act in front of a class? Will you model yourself on a favorite teacher, or is it best to be completely original? What kinds of demands will you make upon your students in terms of classwork, discipline, attendance, or grades? How can you ensure fair treatment of all students? What kind of relationship should you establish with your students? Distant or friendly, formal or informal?
These and a hundred other questions will probably present themselves to you. This handbook is not meant to be definitive or prescriptive but to offer suggestions about how to proceed based on the choices that others have found beneficial.
Neither this handbook nor helpful faculty members, however, can solve all problems: time and experience will, in the end, prove to be the most effective teachers.
- Your Teaching Assistantship
- Your Students and Their World
- Beginning To Teach
- The Craft of Teaching
- Teachers' Aids
- TA Survival: Helping Yourself
- Other Considerations
- Suggestions for Further Reading
- National Center for Education Statistics
- Barkley, E., K. Patricia Cross, and Claire Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2004.
- Brookfield, S.T. The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. 2nd edition. San Francisco: Jossey-Bass, 2006.
- Colby, A., T. Ehrlich, E. Beaumont, and J. Stephens. Educating Citizens: Preparing America's Undergraduates for Live of Moral and Civic Responsibility. San Francisco: Jossey-Bass, 2003.
- Diamond. R.M. Designing and Assessing Courses and Curricula: A Practical Guide. 3rd edition. San Francisco: Jossey Bass, 2008.
- Filene, Peter. The Joy of Teaching. Chapel Hill, NC: The University of North Carolina Press, 2005.
- Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, 2003.
- Finkelstein, Jonathan. Learning in Real Time: Synchronous Teaching and Learning Online. San Francisco: Jossey-Bass, 2006.
- Magnan, Robert, ed. 147 Practical Tips for Teaching Professors. Madison, WI: Atwood Publishing, 1990.
- Miller, Thomas E., Barbara E. Bender, John H. Schuh, and Associates. Promoting Reasonable Expectations: Aligning Student and Institutional Views of the College Experience. San Francisco: Jossey-Bass, 2005.
- Svinicki, Marilla and Wilbert McKeachie. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 13th edition. Independence, KY: Wadsworth Publishing, 2010.
- Uno, G.E. Handbook on Teaching Undergraduate Science Courses: A Survival Training Manual. Philadelphia: Saunders College Publishing, 1999.
- Walsh, J.A. and B.D. Sattes. Quality Questioning: Research-Based Practice to Engage Every Learner. Thousand Oaks, CA: Corwin Press, 2004.
- Zull, James E. The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning. Sterling, VA: Stylus Publishing, 2002