How do I build up my own confidence to present myself well?
- Understand that you won't necessarily become good at this overnight.
- Have a solid lesson plan with backup options in case something doesn't fly.
- Present yourself as a resource/link to the instructor and not an expert
on subject matter. Admit when you don't know an answer and take the responsibility
to find answers, and get back to your students in a timely manner.
- Walk through your lesson plan with someone to help identify potential opportunities/problems
that you may not have seen.
- Estimate the amount of time each element of your lesson plan will take,
so that you can accomplish what needs to be done in each class meeting.
- Overplan in case you move too fast/run out of time.
- Anticipate problems and think through solutions.
- Have a written assignment ready if discussion falls flat, or people haven't
prepared.
- Turn problems over to the class to solve, don't expect that you will solve
everything.
- Invest time initially in one-on-one relationship building. With a class
of 25-30, it is not unreasonable to meet with each student at the beginning
of the term. This can also be done in small group, but make deliberate appointments.
The advantage of seeing 3 or 4 students at a time is that they often make
connections with each other that provide valuable human resources.
- Set clear expectations at the beginning of the term, write them down, give
each student a copy, and post it on your office door.
- Expect the best from your students.
- Give some kind of feedback (graded or ungraded) on participation, so that students know that you are paying attention to their contributions in class.
Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified:
01/26/10