1. Improving Your Lectures

2. Student Types several archetypes. Need to accommodate them all. seriously interested in the subject – asks thought out or just provocative questions. Answer as much as you can, point to further literature, explain what further classes this will be covered. Talk after class. Do not get carried away, there are other students to teach. already know it all – studied some before, challenges your knowledge/authority, does not show up for class, expects you to be impressed and to get an A by default. Do not get into “who knows better” contest (he might indeed know better than you). Good answer: I believe this is done this way, but I will double check. Good attitude: I am just here to teach, if you already know it – great. This student may not know as much as he/she thinks. Try to keep the student on schedule. straight-A – has it all organized, reads the textbook carefully, follows the routine. Can get it done no matter what. Try to make this student’s life easy and straightforward: advertise expectations/schedule in advance, keep load steady, publish grades need to get “insert grade”a.k.a. “Is it going to be on the test?” student. Do not get upset. It is the students’ right to learn as little as possible or to only study for C. Try to be clear as to what is expected for C/B, etc.

3. Student Types (cont.) archetypes continued passive “wake me up when there is something fun on TV”. It is the student’s right to sleep in your class. Try to use this student as a barometer of your ability to keep your audience’s attention. If he/she is asleep, so is part of your class. Note that the barometer may be seriously off. I am failing and I need help – keep your effort steady. You cannot do all the work for the student: he/she has to learn. Your responsibility is to direct and explain. However, the student should not perceive that you are “abandoning” him/her. I have a lot of questions in class – enjoy this one. Students are often too quiet. Make sure that the subject is relevant (I was once asked a question on Russian politics) and discussion is interesting to other students (if not – take it offline). However, make sure the questions do not decrease your teaching pace – a question is implicit break from learning for everyone else. I am always late but can you explain what I missed. Practice your patience (the other students will take note). Briefly explain anyway (it will be a refresher for other students) or take it offline. teacher’s pet – keep business-like, do not answer flattery (do not be hostile either, indifference is best) he/she will go away. Keep the kudos though (never solicit them yourself)

4. Teach Yourself techniques to prepare a good class try to use techniques that you liked (thought they were effective) as a student –did you hate team projects? –did you enjoy creative programming exercises? –did you think self-teaching (get together and work out the best answer) was a waste of time? –did you like your exams graded on time? note that you fall in one of the student types (probably seriously interested), you need to teach them all. Not all are taught the same –did you ever care what you need to study for a C? –not everybody will be excited by some minute details that you find fascinating note that as a student you only see the “finished product”: a (hopefully) smoothly delivered lecture. Do you know how much effort it is to produce an involved proof in class? once you know the subject, it is difficult to get back into “the student’s shoes”

5. Keep Working There is no such thing as absolutely perfect lecture. Well, maybe a lecture but not a course –note that audiences vary, it may be good one year and so-so the next –remember – you did well once, you may still fail the next time wonderful slides are no guarantee of good performance – need to prep every time There is always a room for improvement. Teaching the same thing is never boring because you do not teach the same thing. if you slack, they students will notice keep refreshing the course, you should never be “finished” with preparing it – add material, fix “boring” things, make it more challenging, better accommodate all students types at once –do not be afraid to experiment. Students will put up with a few messed up lectures/ assignments if others are good there is, however, a good-enough lecture. Do not get carried away. –there are other classes to prepare for, research to do, you might even try to get a personal life –remember the motto: the best outcome with fixed resources

6. Have Fun enjoy a well-delivered lecture –students may not know that you did good (they weren’t there the last time when you screwed up) –do not brag, other people can teach well too (or they can’t) you are in one of the most humane professions - few people get to do it, even fewer get to do it well relish cases when you made a major difference in somebody’s life (happens about once a year) few routinely have roomfulls of people paying attention to whatever you have to say –do not disappoint them –do not let you get it into your head (it’s an occupational hazard for teachers), you yourself may not be all that interesting. Giving lectures outside classroom may not be the best way to talk to people or socialize