[based on an Excellence in Teaching workshop I presented in November 2002]
10) Use bubble sheets for exams -- it adds anxiety and a chance for senseless error.
9) Use multiple choice for math problems -- there is no chance for the student to get partial credit. This gives the student the erroneous message that there is only perfection or failure in life.
8) Trying to test everything -- this leads to exams which are too long for the allotted time period or convoluted questions which are likely to unnecessarily confuse.
Corollary: Tests should be clearly worded. Are we testing their ability to read our minds or the material?
7) Giving lab instructions which are too long. Concise directions get the students working with the materials sooner and with a clearer focus. Let them ask additional questions as they need.
6) 2.5 hour "turbo classes" for underclassmen. Can the human mind absorb that much material at one sitting?
Corollary: Classes should never become monotonous. Long class periods should be broken up into different activities or chances for discussion and not just one long lecture.
5) Talking too fast. Do something to slow yourself down (e.g.. write on the board).
Corollary: Remember that students have varied learning styles so try to incorporate varied teaching styles. Use a mixture of oral lecture, diagrams, writing notes on the board, hands-on activities, group activities.
4) Allowing large lecture sections to be passive. You need to engage all your classes but most especially these, and they are the most challenging to engage. Again, use a variety of teaching styles, short (5-10 min.) group activities, and manipulatives.
3) Allowing yourself to be bored/stagnated. Do you get bored teaching the same course semester after semester (or more than once in a single semester)? Coordinate with your colleagues to develop a "suite" of courses you all teach and rotate.
2) Setting yourself up to be miserable. Do you volunteer to teach at a time you know you aren't at your best? Do large lecture sections make you uncomfortable? If so, avoid them! If you go into a teaching situation feeling uncomfortable or unhappy that will translate into an unfulfilling experience for you and your students.
1) Pretending you're not human. It's okay to admit mistakes, failings, and emotions. You can't hide a bad hair day from students, and you can't hide your bad mood as well as you think! Admitting you're not perfect doesn't reduce your effectiveness as a teacher, it increases it because students feel more connected with you (you aren't so 'unapproachable').