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information； extend text materials； and serve as a model of enthusiasm for the subject matter。 If you cannot
at least role…play being enthusiastic about psychology in general； do not lecture in the traditional form。 This
format also demands an effective “acting…delivery” style； you must be on your “power spot” when up on the
stage； or else do not choose to be a traditional lecturer。 In a large class； teachers are often bothered by the
impersonality of the setting。 This is especially the case if the teacher lectures from a stage that creates both a
physical and a psychological separation between the lecturer…as…performer and the students…as…audience。
TEAM TEACHING
Pair up with a colleague whose interests and strengths plement yours and teach the course in tandem。
This is especially advisable for new teachers because the day…to…day workload is shared； it can be exciting
to brainstorm about teaching； and you can arrange for feedback。
DISCUSSION SECTIONS
In lecture settings； the lecturer takes control and usually runs with the ball most of the period。 In small
discussion sections （from 10 to 30 students）； the instructor willingly surrenders much of the control。 The
discussion section is a means of providing information； usually in an informal manner； with ample time
allowed for questions； answers； demonstrations； and role…playing。 The discussion leader involves the
students in decisions about the direction of the course and how they can help to implement course
objectives。 Discussion sections can be valuable sources of intellectual； effective stimulation for both teacher
and student when they are well designed。 One variation is to bine the lecture format with a once…weekly
class session devoted to student…led discussion about the current topic。
v
UNIT MASTERY SYSTEM
In the unit mastery system； lectures may be optional or given as special features； with the grade dependent
solely on pletion of all quizzes at or beyond the mastery level。 The major features of this system are：
。 Students progress through course assignments at their own pace。
。 Instead of mass testing at prefixed lecture times； each student es to a testing center
whenever he or she is ready to take a particular exam。
。 The testing center is run by student proctors； staff personnel； or the instructor。
。 Tests failed may be repeated without penalty on parallel forms after a suitable time for restudy。
Feedback on test performance is immediate； private； and personalized from proctor to student
test…taker。
。 Testing and grading are physically and psychologically separated from the lecturer and lecture
setting； with the advantage of more positive attitudes toward the teacher。 A unit mastery system
takes considerable effort to set up； but once you have done so you are freed from all chores
related to testing and evaluation。 Since each student progresses at an individual rate in taking
the chapter quizzes； you are also liberated from having to teach a specified amount of material
before each preestablished examination date； as occurs with traditional evaluation systems。
References：
Hobbs； S。 H。 （1987）。 PSI： Use； misuse； and abuse。 Teaching of psychology； 14； 106…107。
Keller； Fred A。； & Sherman； J。 Gilmour。 （1974）。 The Keller plan handbook： Essays on a personalized
system of instruction。 Menlo Park； CA： W。 A。 Benjamin。
SOME BASIC MECHANICS OF TEACHING
Your decisions about teaching methods and your experiences will shape your unique style of teaching。
Regardless of what that style is now or may bee； some elements are mon to all effective teaching
styles。 Here are several of those elements：
。 At the beginning of class； review briefly what you talked about the last time the class met。 Ask if
there are any questions about previous material。 Next； let the students know what your goals
are for today。 What you want them to get from today’s lecture？ Outline the major points of the
lecture on the board or on an overhead transparency。
。 Correct and pass back quizzes； exams； and papers as soon as possible。 Nobody likes to be left
in the lurch when it es to feedback。 Getting materials back quickly to students shows that
you are being considerate of them。
。 Pass back exams and deal with administrative matters after your lecture。 On days that you will
be passing out test results； plan to cut your lecture short to leave room to answer questions。
This ensures that there is time for your lecture。 Passing back quizzes or exams at the beginning
of class is generally a bad idea because students who are disappointed with their exam grade
may tune you out for the remainder of the class period。
。 Create an opportunity for students to review their exams with you； if only to ask questions
about examination material。 Allow students to defend their interpretation of an exam question
in writing。 If a student challenges a question in an unkind manner； suggest that the two of you
get together after class to consider the matter。 If； because of further discussion with the student；
you decide that the exam question was a bad one and you will give students credit for it；
announce the change to the class。
。 Learn the names of your students。 This can generally be quickly acplished in a class of 25
to 50 students； but will be tough in sections of several hundred students。 Learning students’
names shows that you are interested in your students and it may help them to bee more
interested in your class—they know that you know who they are and that their contributions to
class have personal implications。
vi
。 Encourage student questions。 Even in large sections； a good way to start discussion—a nice
break from straight lecturing—is to allow time for questions。 When it es to students’
questions； keep in mind three points。 First； repeat the question for the benefit of students sitting
in the back of the room who may not have been able to hear the question。 Second； show genuine
interest in the question either by considerately answering it yourself； or by throwing it out to the
class for their response。 Third； let the student who asked the question know that you appreciate
his or her participation。
。 If you do not know the answer to a question； say so。 If the question is an interesting one； tell
your students that you will find the answer for them。
。 Pace your lectures。 Make time in your lectures to explain your points in their entirety。 If you
have prepared too much material for the class period； DO NOT rush to get through it。 Slow
down； develop your points carefully and thoughtfully。 One sure way to ruin an otherwise good
course is to force students to cram。 Let them have the time to think about the material you are
presenting to them。 You will be able to tell when you are lecturing too fast； confusing； or boring
your students。 The puzzled look on a student’s face is a sure sign that he or she is not following
you。 Respond by saying； “Would anybody like me to repeat that？” or “Let me say that another
way。”
HOW TO PREPARE A COURSE SYLLABUS
A prehensive syllabus can go a long way toward smoothing the operation of the course and facilitating
a fortable relationship between you and your class。 It saves class time by answering most of the
questions students have at the outset of the course in a form that they can keep for reference。 Since the
course is just one of many demanding activities for students as well as for you； the syllabus helps keep all of
you aware of where you’ve been； where you should be on any given day； and where you intend to go。 Here
are suggestions for the content of a syllabus for the introductory psychology course； divided into
“essentials” and “options。” The sample syllabus contains mostly essentials。
SYLLABUS ESSENTIALS
。 General information。 The name and number of the course including section number； the time
and location； the academic term； your name； your office location and phone number； office
hours； names of Teaching Assistants （TA’s）； their office locations and hours。
。 The name of the text and student resource manual； as well as any other supplies