Know students' reasons for taking the course and their varying interests in the subject . . . and capitalize on that knowledge as you teach.
Find out students' weaknesses or difficulties in order to help them learn. . . but don't ignore their strengths or you may seem to be condescendingly teaching what they already know.
Explain in detail just why the course material is important. Use examples of how the information and abilities may be useful in their majors, their careers and their lives.
When possible, relate the course material to current students' interests.
Make it clear that you find the course material interesting...do not assume that students know you are interested in the subject.
Involve students in planning the course for themselves:
Determine which topics are of most interest or value to the students.Include some optional or alternative units that deal with student special interests.
Provide for varying learning styles.
Consider a range of difficulty in assignments and exams, so that every student has a chance to experience success at some level.
Evaluate in order to show what students have learned...not just what they don't know.
Set goals and standards in a realistic and supportive way. Challenge, but do not threaten.
Deserved praise builds confidence. Inner satisfaction is often the greatest motivator.
Positive comments stimulate learning more effectively than do negative ones.
Promptly return evaluated tests, papers and projects.
Make certain that negative feedback is a comment on the performance and not directed at the person.
Recognize sincere efforts...even when you must also note that accomplishment was poor.
Focus on students' continued improvement.
Help students set realistic goals so that success is more likely.
Use students' curiosity.
Stress understanding more than memorization of facts.
Encourage student initiative by leaving gaps for them to fill in...but draw their attention to the gaps and explain why you are leaving them.
Pose questions that encourage analysis, problem-solving, creative thinking, and evaluative judgment.
Encourage students to suggest approaches to a problem, to project the outcome of an experiment, to propose a theory to explain.
Don't use excessive direction...or you may get blind conformity or defiance.
Help students evaluate their own progress. Encourage them to critique their own work, to analyze their strengths and weaknesses.
Students' feelings about the teacher can be a significant help or hindrance to learning. You are not out to win a popularity contest, but fostering the students' dislike is a defeatist strategy.
Keep the channels of communication open.
Respect your students...and behave as if you do.
Be sure that you have scheduled times available for students who need further help or would just like to talk with you some more about the subject.
Encourage questions and comments...and then listen to them carefully.
Try to understand what students are saying, and check with them to be sure you have interpreted correctly.