Tips for Effective Teaching

Ph.D. Professional Seminar. 28 January 1997.

Dexter Kozen

• Teaching style. For example, in this department there is an ongoing debate about whether using intuition or formalism is the best approach. You should of course do what works best for you.
• The students themselves. There is a wide range of ability and preparation among students, and this needs to be taken into account. Attempt to satisfy the needs of as many of the students as possible.
• Goals. The goals of the teacher, the students, the department and the university may or may not always coincide.
• Social obstacles. There may be counterproductive attitudes among students, a lack of focus due to the rest of "college life," etc.

• Talent.
  Talent can encompass many things, some of which can be modified by the instructor, some of which can't. These include charisma, timing, a sense of humor, aesthetic judgment, accent, etc. A lack of talent can be compensated for. Be sure to recognize your strengths and weaknesses in this area and exploit or adjust for them accordingly.

• Skill.
  This includes things such as organization, preparation and presentation style, all of which are under the direct control of the instructor. Organization applies to both individual lectures and the course as a whole. Each should be a cohesive, well-structured unit. Preparation is self-explanatory, but absolutely mandatory. Before a course even starts, several weeks worth of preparation should have gone into designing/updating it. Presentation style is also important. Keep things slow and say things in many different ways as different students will learn differently. Be as precise as possible. Allow time for reflection and "sinking in."

  More on formalism "vs." intuition: Is there really a conflict here? Probably not. Both are necessary and complement each other.

  Formalism<------------------->Intuition

  corpus---------------------------------animus
  specific------------------------------general
  theorems----------------------------examples
  concrete---------------------------abstract
  

  To move from formalism to intuition is what is involved during the process of reading/synthesis. The other direction involves writing/analysis.

  Adaptability is also an important trait of any good instructor. Be aware of when to give guidance (without spoonfeeding) and when to allow for creativity. Also, make an effort to remind oneself of what it's like not knowing anything about a particular subject. There are no stupid questions. Try to understand what the student is having trouble with even if he/she is not doing a good job of articulating the problem.

  With regard to course materials: Be sure not to make things too hard. There will always be some students who will have no trouble at all, and some who will inevitably flounder. Aim your material below the level of the top of the class, but high enough to challenge the average. (In other words, be challenging, but not overwhelming.) Be absolutely certain that homework and exams are as unambiguous as possible. Have clear and precise guidelines for late homeworks, academic integrity, and grading.

• Attitude.
  One's attitude as a teacher can have a tremendous impact on a course as well as on individual students. Two things to keep in mind:

  Positivism: Have a positive attitude about the subject and course at hand. Demonstrate excitement, enthusiasm and a love for the subject. Do not be afraid to say: "This proof is beautiful."

  Selflessness: Always put the student first. Except for extreme circumstances (earthquake, death in the family, bomb threats) always be at your office hours. Moreover, make sure that your office hours and the TAs are spread over the entire week so that students have a choice.

Notes by millett@cs.cornell.edu.