Teaching Tips, Discussion, and Venting

[Therapist4Chnge]

---

Members do not see this ad.

In another thread HERE, there was a reference to some frustrations in the classroom (while teaching), so I thought it may be helpful to open this open for anyone who wants to provide feedback, tips, vent, etc about their teaching experiences thus far.

-t

 

[TherapistDave]

I bring candy whenever I teach anything - groups, classes, whatever. I found that people not only respond better, but they like me afterward🙂...then they don't like me when I run out of candy...🙁so sad.

Here at work, we are encouraged not to have moments of processing, as it interferes with meeting maximum billing potential (because apparently that's what mental health is all about). However, I try to get around this by simply letting the class/group go where it needs to, and take it from there. I have run into a lot of problems with the higher functioning clients/students, so with them I have to ask that they refrain from talking until the end - it's all very English.

The most beneficial thing I could recommend is that you have a direction you're going, but if you don't make it, that's okay. Alot of times it is better to get sidetracked on something and explore it a little more than to push your agenda. I try to take an attitude of a faclitator, rather than a teacher.

Just some thoughts...

 

[JockNerd]

I've read about doing the candy thing and honestly I'm quite wary of it. Just doesn't sit right with me. Maybe chocolate-covered espresso beans.

I don't teach until my second or third year. I want to teach undergrad research methods, and have been told that I'll encounter very little competition for that assignment. Unfortunately that also means that I've resigned myself to ratings of, at best, "Professor JockNerd does the best he can with such BORING MATERIAL" on ratemyprofessor.com.

 

[Therapist4Chnge]

I've read about doing the candy thing and honestly I'm quite wary of it. Just doesn't sit right with me. Maybe chocolate-covered espresso beans.

Ditto.

I don't teach until my second or third year. I want to teach undergrad research methods, and have been told that I'll encounter very little competition for that assignment. Unfortunately that also means that I've resigned myself to ratings of, at best, "Professor JockNerd does the best he can with such BORING MATERIAL" on ratemyprofessor.com.

😆

-t

 

[TherapistDave]

I've read about doing the candy thing and honestly I'm quite wary of it. Just doesn't sit right with me. Maybe chocolate-covered espresso beans.

Wow, I hadn't even thought about that...great idea - forget candy.

 

[JockNerd]

Wow, I hadn't even thought about that...great idea - forget candy.

Did you read the first half of that?! jk😛

Seriously, it's something I thought about since I want to teach a class that many students seem to want to just get out of the way on their way to becoming a rich and famous psychotherapist. I'm sure many of the students aren't going to like taking research methods no matter how I teach it. I think, though, that doing that sort of thing ultimately sends the wrong message to students. I'm not their candy-dispensing bobo doll, and they're not some high school students who are obligated to be there and who need to be coerced into learning. I think stuff like giving out candy goes halfway to setting the prof up in some bizarre dual relationship. It even strikes me as patronizing to the students themselves. And they shouldn't think of me as their friend anyway. Particularly since I would have no trouble and no second thoughts over failing one of their butts if they didn't do any work.

 

[Ollie123]

I'm anti-giving-candy just because it always made me feel like I was in 3rd grade. That was okay when I was actually in 3rd grade, but even by middle school it was clear it was a ploy to get my attention and I just find it degrading. I'm not a puppy and I won't sit for a treat. Its like the mandatory attendance crap. I think taking attendance is a professor's way of saying even they don't think their class is worthwhile. Students should either WANT to come, or even if they don't, they should NEED to come in order to do well. If that isn't the case, it means the class is a waste of everyones time on both sides. (BTW, none of the candy stuff is directed at you TherapistDave so please don't feel insulted, its just my general thoughts on the matter).

JN - I admire your optimism if you think students will say things as nice as "He did the best he could with boring material"😉 Most students confuse the teacher with the material on that site. Look at stats/methods professors. On average they almost all have lower ratings than other profs. We were actually expressly told "Its tempting, but DO NOT look for yourself on ratemyprofessor.com.". I wondered if they were telling us that as faculty, or as clinicians🙂

I'm a big fan of the facilitator model of teaching as well, but I actually DO want students to see me...not so much as a friend, but I guess a "classroom leader"? As lame as that sounds....

I do intend to try and strike a balance between students feeling like they are free to come to me and I will do everything I can to help them pass, and students feeling like they are entitled to an A even if they don't do the work. It doesn't work for large classes, but for smaller classes (20-30), some of my professors had the rule "If I don't know who you are, you don't get to complain about your grade" and I thought that was a good one.

Take everything I say with a grain of salt by the way. I'm not teaching this year. I kind of want to though since I need the public speaking practice and its honestly just fun for me, so maybe next year.

 

[blindblonde]

Yeah, I had a professor in undergrad who did bubble-gum Fridays as a small reward for actually showing up for a Friday class. Supposedly for his summer classes, he did Heineken Thursdays, but that's an unconfirmed rumor (although probable considering the prof's love of beer). I've also had professors who gave out candy on test prep days and such, but I'm fairly neutral on the candy issue.

I ended up with an RA instead of a TA job for the year, but I will probably deal with the joy of teaching next year.

 

[phd2006]

I also like teaching the stats/methods courses. Never occurred to me to look myself up on ratemyprofessor.com.....

No matter what you teach, make sure your syllabus is VERY explicit regarding assignments, grading policies (including dealing with late assignments, missed exams, etc.), cell phone/texting, food/drink (I teach one course in a computer lab where food/drinks are not allowed), accommodation policies, plagiarism policies....I'm sure there's more, this is all I can think of right now.

I don't take attendance -- currently, I only teach graduate level courses and at this level I expect students to be responsible.

One of my pet peeves, is when students ask, "I'm going to miss class next Monday, will I miss anything important?" It's ALL important -- make sure to get notes from a classmate!! 🙂

 

[Therapist4Chnge]

Great response by phd2006! I just wanted to add a few things to his/her great post.

No matter what you teach, make sure your syllabus is VERY explicit regarding assignments, grading policies (including dealing with late assignments, missed exams, etc.), cell phone/texting, food/drink (I teach one course in a computer lab where food/drinks are not allowed), accommodation policies, plagiarism policies....I'm sure there's more, this is all I can think of right now.

Also, don't forget to clearly outline the objectives of your class. This is important because you can tie in your assignments (and grades) to the objectives, and in the event there is a problem with a grade, you can clearly show if they met/missed your stated objectives.

I don't take attendance -- currently, I only teach graduate level courses and at this level I expect students to be responsible.

I would. I'd like everyone to take responsibility for their education, showing up on time, etc.....but many people don't (regardless of the level). I think it is important to specify the attendance policy and be consistent, since this is where the most issues come up.

Also make sure to include a "catch all" clause: "You are responsible for all information covered in class and assigned throughout the semester, regardless of your attendance", or something like that. I've heard people complain that they didn't know something would be on the exam, or that they had a legitimate excuse to miss class, it wasn't in the reading (which is why you have to attend class!!), etc.

One of my pet peeves, is when students ask, "I'm going to miss class next Monday, will I miss anything important?" It's ALL important -- make sure to get notes from a classmate!! 🙂

😆

-t

 

[TherapistDave]

I'm not their candy-dispensing bobo doll, and they're not some high school students who are obligated to be there and who need to be coerced into learning. I think stuff like giving out candy goes halfway to setting the prof up in some bizarre dual relationship. quote]

Maybe I didn't specify, but in my initial post, I stated that I also run groups, as in groups with a communioty mental health agency, as in people who are particularly low-functioning. Believe it or not, I have never given out candy to anyone in a higher-education setting; most of the people I teach are people who need to be taught life skills, sociailization skills, boundaires, etc. These also happen to be the people whose attention is lost if you don't makde noise consistently every 3 minutes - they end up talking to the angels and demons on their shoulders (literally).

Also, I used the candy thing partly as a joke; sure, I use it every now and then, but for the most part, I am able to engage my students/clients without any Pavlovian techniques. Besides, I simply don't have the money to buy candy everytime I teach - after all, this is mental health.

 

[Therapist4Chnge]

I am able to engage my students/clients without any Pavlovian techniques.

Though ironically, if you are covering behavioral work, it'd be a nice tie in!

-t

 

[TherapistDave]

Though ironically, if you are covering behavioral work, it'd be a nice tie in!

-t

This is true! 😀

 

[Pekoe]

I was at one of those house wife parties where they were selling some home sold cosmetic line when the ladies were talking and the representative asked the hostess about her line, "When did this start?" (She knew she'd know the answer.) She answered and the rep threw her a mini chocolate bar. The room came to a standstill and all the soccer mommies sat at rapt attention like obedient puppies. I got away from the group and just watched. She knew exactly what to say to keep them occupied only with her and not each other.

When they had heard her line and dispersed to see what they wanted to buy from her catalog, she walked around the room. I purposely conversationally told the hostess so that everyone could hear me that I'd had an allergic reaction from one of the products. The rep called to someone else, "Willow! What's the hyproallergenic line" (she answered) What page is it on?" Willow was one of her regular customers and knew the answer and got chocolate. When the conversation got off topic in a corner of the room, she artfully brought them back to buying by asking one of the women what pretty color she used on her face, showed her the page a similar product was on, asked her about the special and she got chocolate.

Later I told her that I knew exactly what she was doing and wanted to sign up just to learn the technique from the company, but it turns out that she learned her skill from her father who was an efficiency expert who could fire half a company and those fired didn't seem to mind until a few days after they'd been let off. I don't like those parties but went to hers and started buying cheap nail files to justify my place so I could watch her-- I only needed to go a couple of times.

I don't agree with the candy, but if you keep the audience enraptured no matter who it is, you can teach them better and they will eat up what you have to say. For psych students I am not sure if this would work. I would start staring at the corner of the room to get the TA to move back there. . .