Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Acknowledgements | p. x |
Introduction | p. 1 |
Outline | p. 2 |
Developing your self-awareness as a teacher | p. 4 |
Introduction | p. 4 |
Tapping into your natural ability to communicate | p. 5 |
Knowing what your students think of you | p. 6 |
Getting ready to respond to student views and feelings about your teaching | p. 8 |
Developing your repertoire of responses to feedback on your teaching | p. 11 |
Helping your institution to use student evaluations responsibly | p. 13 |
Looking at yourself on video | p. 14 |
Talking to others about your teaching | p. 15 |
Watching other people teach | p. 16 |
Getting peers to observe your teaching | p. 17 |
Keeping a teaching diary | p. 19 |
Having an academic mentor | p. 20 |
Building your sense of entitlement as a teacher and scholar | p. 22 |
Avoiding professional jealousy | p. 22 |
Recognizing the power that comes with teaching | p. 23 |
Revelling in the clandestine | p. 25 |
Knowing your mystery ingredient | p. 25 |
Focusing on key teaching skills and competencies | p. 27 |
Introduction | p. 27 |
Developing the curriculum | p. 28 |
Pre-lecture preparations | p. 30 |
Knowing the ingredients of effective delivery | p. 33 |
Putting effective delivery into practice | p. 35 |
Post-teaching winding down | p. 37 |
Encouraging interaction | p. 38 |
Preparing notes, study supplements and class documents | p. 40 |
Integrating academic writing into your life as a teacher | p. 43 |
Staying up to date with your material | p. 46 |
Knowing the most important sources of information in your field | p. 47 |
Being part of a network of scholars | p. 49 |
Being rigorous about the material you teach | p. 50 |
Developing supervision skills | p. 51 |
Focusing on your students | p. 54 |
Introduction | p. 54 |
Having office hours that everyone knows about | p. 55 |
Coaching | p. 57 |
Understanding the benefits of learning communities | p. 58 |
Being honest and humble | p. 59 |
Looking out for learning breakthroughs | p. 60 |
Knowing your students' names | p. 62 |
Treating class size as a political issue | p. 63 |
Helping students with the basic tools of academia | p. 64 |
Learning and teaching listening skills | p. 66 |
Understanding learning styles | p. 68 |
Understanding multiple intelligences | p. 70 |
Helping students to cope with stress and pressure | p. 73 |
Giving positive feedback | p. 74 |
Giving negative feedback | p. 75 |
Dealing with indiscipline and lack of interest | p. 78 |
Helping students to deal with poor performance | p. 80 |
Being emotionally aware | p. 82 |
Involving students in the teaching of their classes | p. 83 |
Helping your students develop sound goals | p. 84 |
Making learning more fun | p. 85 |
Helping students to rise to challenges and rewarding risk-taking | p. 87 |
Generating enthusiasm and nourishing curiosity | p. 88 |
Being creative | p. 89 |
Promoting academic honesty | p. 90 |
Exploring and using teaching technologies | p. 93 |
Introduction | p. 93 |
Examining your attitude towards technology | p. 94 |
Playing the role of facilitator | p. 96 |
Introducing your students to the technology you use | p. 98 |
Sitting on the other side of the technological fence - becoming an on-line student yourself | p. 100 |
Deciding what you will and what you won't do on-line | p. 101 |
Keeping feedback and assessment in mind | p. 102 |
Interacting with the institution: managing time, tasks and expectations | p. 104 |
Introduction | p. 104 |
Professional development and preparing a teaching portfolio | p. 105 |
Having a few golden rules for students and colleagues | p. 106 |
Managing your head of department | p. 107 |
Treating your CV as a working document | p. 109 |
Knowing the regulations and keeping records | p. 110 |
Managing meetings and follow-up | p. 112 |
Assessment and evaluation | p. 114 |
Introduction | p. 114 |
Understanding why assessment issues make teachers feel uneasy | p. 115 |
Enhancing assessment approaches by starting with simple questions | p. 117 |
Considering the benefits of formative assessment | p. 118 |
Being realistic about assessment | p. 121 |
Useful orientations for giving written feedback | p. 122 |
Key considerations when marking student work for summative purposes | p. 123 |
Minding yourself: focusing on health and well-being | p. 126 |
Looking for help when you need it | p. 127 |
Switching off | p. 128 |
Getting exercise | p. 129 |
Eating wisely | p. 130 |
Minding your posture, your breathing and your voice | p. 131 |
Managing your own stress | p. 132 |
Knowing when to say no, but keeping your promises | p. 133 |
Conclusion | p. 135 |
Bibliography | p. 136 |
Index | p. 147 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.