Evaluation and Assessment | Teaching Practices |Teaching with Technology| Sample Course Evaluation Forms
Teaching Tools
2. Teaching Practices
2.5. Scope and Content
An Effective Teacher / TA ...
- is enthusiastic in discussing course material
- writes legibly on the blackboard, students' papers, etc.
- has a voice that is clear and understandable
- encourages questions
- listens to students
- manages student participation equitably
- encourages active student participation
- raises challenging questions for discussion
- tries to learn students' names
- never intimidates or embarrasses students
- helps students learn from one another
- uses student questions as a source of discovering points of confusion
- is readily available for consultation with students
- treats all students with respect
- returns assignments in a reasonable time
- has a realistic definition of good performance
- offers specific suggestions for improving students' work
- gives constructive feedback
- grades assignments fairly and consistently
- manages class time effectively
- stresses important points in class
- slows down when discussing complex and difficult topics
- is consistently well-prepared and organized for class
- is aware of what material has been covered in previous classes
- is well prepared to answer questions
- is able to give alternative explanations when needed
- uses clear and concise examples and illustrations
- is able to clarify difficult topics
- relates theories and concepts to practical issues
- gives clear and specific directions for assignments
- is thoroughly familiar with the experiments/exercises
- is thoroughly familiar with the equipment/tools used
- takes appropriate safety precautions
- tries to provide adequate individual attention during lab/studio
- carefully explains each step of new processes and techniques
- explains the underlying rationale for techniques
- is readily available for consultation during studio/lab
- is patient with students
- encourages students to seek their own solutions to artistic questions or problems
Adapted from the Eberly Center for Teaching Excellence at Carnegie Mellon University
