Oklahoma State University

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Faculty Teaching Tips

  • Employ a multi-modal presentation approach—visual, auditory, participatory.
  • Leave space between lines for notes & clarification with written material.
  • Make sure clear directions are given orally AND in writing.
  • Print rather than use cursive writing (avoid mixing upper & lower case).
  • Stand away from open doors, windows, other background distractions.
  • Invite/allow students with LD, AD/HD, HI, VI to sit near the front of the room.
  • Give time in class for feedback and questions.  Allow for processing time.
  • Stick to dates/schedule established.  Organization & time management are important.
  • Let students know the focus/format of the course.
  • When a student asks a question that you just answered, avoid expressing annoyance.
  • When a student does not get the information the first time, repeat it distinctly or ask if s/he needs it in a different form.
  • Identify the student’s learning style (visual, auditory, kinesthetic, interactive).
  • Organize your presentation so that comments follow in a logical sequence.
  • Be redundant in noting major points (“The third cause of the Civil War was..”)
  • Avoid going off on tangents from the material being covered.
  • Allow additional time for understanding/comprehension.  Provide relevant information for review/preview prior to meeting time.
  • Put key words on the board.
  • Allow extended deadlines for projects or inform students early so that the necessary time is available to complete the assignment (e.g. organization, reading, use of equip).
  • Encourage students to use proofreaders for written assignments.  Discuss other options for writing, e.g. voice type, tape record & type from tape.
  • Consider alternate exam formats.
  • Avoid negatively worded questions.
  • Multiple part questions should be in outline form.
  • Underline key words.
  • Draw lines between multiple choice questions.  Allow for “white space” on paper.
  • Allow students to tape lectures for subsequent reference.
  • Explain the thought process(es) in solving problems; “self-talk”.
  • Model expected behavior.
  • Assist, support, prompt students in work.
  • Approximate exam conditions.