心理学与生活-第7章

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this　list　at　the　beginning　of　the　term　gives　students　a　chance　to　make　tentative　choices　of　topics　
that　interest　them。　
EVALUATING　STUDENT　WRITING　

There　are　two　extremes　to　be　avoided　in　evaluating　papers。　One　is　over　grading　or　providing　excessive　
feedback　and　the　other　is　putting　a　grade　on　the　paper　with　no　marks　or　ments　to　justify　your　
evaluation。　

To　avoid　both　extremes；　it　is　best　to　devise　an　evaluation　plan　that　is　relatively　easy　to　use　and　to　
municate　to　students。　One　author　suggested　drawing　a　straight　line　under　ideas　or　other　aspects　of　a　
paper　that　you　particularly　like　and　drawing　a　wavy　line　under　passages　that　are　poorly　written　or　
confusing。　This　system　can　be　extended　by　developing　a　code　to　indicate　the　reason　for　a　wavy　line；　for　

example；　G　for　poor　grammar；　U　for　unsupported　generalization；　I　for　irrelevance；　and　E　for　erroneous　
information　or　conclusion。　

Critical　thinking　is　an　aspect　of　student　writing　that　you　may　want　to　emphasize　in　evaluating　papers。　Here　
is　one　set　of　guidelines　for　evaluating　critical　thinking：　

。　Ask　questions；　be　willing　to　wonder。　
。　Define　the　problem。　
。　Examine　the　evidence。　
。　Analyze　assumptions　and　biases。　
。　Avoid　emotional　reasoning：　“If　I　feel　this　way；　it　must　be　true。”　
。　Do　not　oversimplify。　
。　Consider　other　interpretations。　
。　Tolerate　uncertainty。　
There　may　be　nothing　you　can　do　for　your　students　that　will　benefit　them　as　much　as　writing　assignments。　
Many　students　find　writing　distasteful　but　are　aware　of　their　deficiency　in　written　munication　and　
apprehensive　about　the　implications　of　the　problem　for　future　employment。　

WHAT　TO　DO　WHEN　THE　EARTHQUAKE　ES　

Even　the　best…laid　plans　of　effective　teachers　occasionally　go　awry。　If　you　are　not　uptight　and　excessively　
formal　about　what　should　and　ought　to　happen　in　your　class；　these　events　can　often　be　turned　to　your　
advantage；　to　reveal　your　human　side　or　to　capitalize　on　the　attention　and　emotional　involvement　they　
generate　to　bring　some　academic　points　home　more　forcefully　than　you　could　normally。　Here　are　some　
suggestions　to　help　you　go　with　the　flow：　

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YOU　HAVE　MADE　A　MISTAKE　

Admit　it；　laugh　at　it；　correct　it；　consider　why　you　made　it；　and　thank　the　person　who　discovered　it。　If　you　are　
unsure　of　what　is　wrong；　ask　some　specific　person　in　the　audience　to　tell　you　why　the　students　are　reacting　
as　they　are。　

RULE　VIOLATION　

When　the　class　is　disrupted　by　deliberate　rebellion—individual　or　collective—or　when　someone　is　violating　
some　implicit　rule　of　yours；　handle　the　problem　directly　and　immediately。　Do　not　ignore　it。　Do　not　try　to　
continue　with　planned　material。　Determine　first　what　the　nature　of　the　disruption　is；　how　representative　it　
is　of　the　whole　class；　and　whether　the　apparent　explanation　is　a　valid　one　（e。g。；　students　who　are　leaving　
early　are　on　their　way　to　some　required　athletic　activity　or　students　are　inattentive　due　to　a　hearing　
difficulty）。　Assume　it　is　a　valid　protest　until　proved　otherwise。　If；　for　example；　you　are　distressed　by　a　
student　reading　the　newspaper　right　in　front　of　you；　stop　and　say　so。　Say　it　is　upsetting；　ask　the　student　to　
put　it　away；　or　alternately；　ask　the　student　to　leave　and　read　it　outside。　It　is　not　necessary　to　embarrass　the　
student；　but　you　can　set　a　firm　but　gentle　example　of　the　classroom　decorum　you　expect。　It　is　always　
advisable　to　speak　personally　to　any　such　disrupting　student　afterward　to　explain　your　action　in　a　
nonthreatening　manner。　Many　potential　sources　of　trouble　are　won　over　with　such　demonstrations　of　
personal　attention　and　caring。　

CHALLENGES　TO　YOUR　AUTHORITY　

You　will　encounter　a　variety　of　“problem”　students。　Do　not　use　your　position　as　an　authority　to　beat　them　
down　in　class。　Such　students　often　respond　positively　to　a　personal　meeting　after　class　to　discuss　the　nature　
of　the　problem。　This　open　recognition　may　be　all　that　is　necessary；　the　student　may　be　calling　for　help；　may　
want　to　be　given　some　limits；　or　may　be　able　to　tell　you　where　you　are　going　wrong　and　losing　student　
interest。　The　best　way　to　establish　your　intellectual　authority　is　through　establishing　an　open；　
democratically　run　class；　not　an　authoritarian　one。　

SUMMARY：　TEN　TIPS　FOR　SUCCESSFUL　
TEACHING　

For　most　students；　the　introductory　psychology　course　will　be　the　only　psychology　course　they　will　ever　
take。　While　a　good　text　and　helpful　ancillaries　certainly　contribute　to　a　successful　introductory　course；　the　
teacher　often　makes　the　difference　between　a　bad　and　a　good　class　or　between　a　good　class　and　an　
outstanding　one。　Personal　variables–such　as　the　respect　you　show　for　the　subject　matter；　the　concern　you　
show　for　students’　understanding　of　psychology；　and　the　care　with　which　you　prepare　your　class　
presentations–are　critical　factors　that　will　influence　your　students’　impressions　of　psychology　throughout　
the　term　and　beyond。　Your　classroom　behavior　also　has　important　practical　implications；　because　it　
determines　whether　some　of　your　students　enroll　in　other　psychology　classes　or　bee　psychology　majors。　
In　sum；　you　are　a　representative　of　psychology　as　both　a　science　and　career；　and　as　such；　your　actions　reflect　
the　field’s　professional　values　and　standards。　Below　are　ten　tips　for　teaching　introductory　psychology。　

BE　PREPARED　

There　is　simply　no　substitute　for　knowing　your　subject　matter。　Contrary　to　popular　opinion；　introductory　
students　are　very　perceptive。　A　teacher　who　is　ill　prepared　to　discuss　the　subject　material　or　to　field　
students’　questions　will　soon　be　discovered；　resulting　in　large…scale　student　apathy。　Beyond　knowledge　of　
the　subject　matter；　it　is　also　important　to　schedule　enough　time　for　adequate　preparation。　A　teacher　
cramming　for　a　presentation　is　likely　to　meet　with　the　same　result　as　a　student　cramming　for　an　

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examination—failure。　If　you　plan　to　use　audiovisual　aids；　get　to　class　a　few　minutes　early　to　ensure　the　
equipment　is　working　properly；　the　slides　are　right　side　up；　the　microphone　is　working　properly；　etc。　
Students　resent　your　taking　class　time　for　such　preparation；　their　time　is　as　valuable　as　yours—make　sure　it　
is　used　for　teaching　purposes　and　not　your　last…minute　preparation。　Similarly；　it　is　unwise　to　use　class　time　
for　a　bull　session　because　you　are　not　adequately　prepared　to　lecture。　Your　presentations　should　always　be　
substantive　and　informative。　

KNOW　YOUR　STUDENTS　

Most　students　appreciate　and；　indeed；　wele　personal　contact　with　their　instructors。　You　may　wish　to　
arrive　a　few　minutes　early　to　class　each　day　and　visit　with　the　students　present。　You　will　bee　more　
familiar　and　fortable　with　them；　and　they　will　bee　more　familiar　and　fortable　with　you。　The　
more　fortable　students　feel　with　you；　the　more　likely　they　will　be　to　make　valuable　contributions　to　class　
discussions。　Beyond　knowing　some　（hopefully　most）　of　your　students　personally；　be　aware　of　campus　and　
local　issues　that　concern　students。　This　allows　you　to　incorporate　those　examples　in　classroom　
presentations　in　a　meaningful　way。　Other　than　the　students　themselves；　the　best　sources　of　information　on　
these　matters　are　the　campus　and　local　newspapers。　

BE　HONEST　

Students　appreciate　instructors　who　keep　their　word　with　respect　to　course　policies　and　class　assignments。　
If　your　office　hours　are　from　10　to　12　on　Tuesdays　and　Thursdays；　be　there。　If　an　emergency　arises；　leave　a　
note　to　that　effect　on　the　door。　Follow　through　on　your　promises　to　bring　in　outside　material。　Your　credibility　
as　a　teacher　will　be　enhanced。　

ACCEPT　CRITICISM　

Each　time　a　new　teaching　term　begins；　you　acquire　a　new　set　of　critics。　Students　may　evaluate　your　style　of　
dress；　your　manner　of　speaking；　your　sense　of　humor；　and　a　variety　of　other　elements　that　may　or　may　not　
relate　to　your　ability　to　convey　information　about　introductory　psychology。　If　only　one　or　two　students　make　
similar　criticisms；　you　may　or　may　not　want　to　take　the　criticism　seriously。　If；　however；　several　students　
have　similar　criticisms；　you　should　heed　their　advice　and　address　their　criticisms。　

BE　RESPECTFUL　

Students　like　everyone　else　appreciate　being　treated　with　mon　courtesy　and　respect。　Say　“hello”　when　
you　pass　students　in　the　hall；　and　respond　to　in…class　questions　with　openness　and　respect。　Disrespect　is　a　
sure　way　to　put　cool　distance　between　you　and　your　students。　

KEEP　YOUR　CLASSROOM　PRESENTATION　SIMPLE　

In　addition　to　having　a　sound　understanding　of　the　subject　matter；　it　is　important　to　know　your　audience。　
Your　presentations　should　be　geared　to　their　level。　Build　your　lecture　around　four　or　five　major　points　and　
use　plenty　of　thoughtful　and　representative　examples。　

BE　ENTHUSIASTIC　

Your　level　of　enthusiasm　for　the　subject　matter　will　be　obvious　on　the　first　day　of　class　and　will　determine　
the　tone　for　the　entire　term。　More　important；　your　attitude　will　have　a　strong　influence　on　your　students’　
attitudes　about　the　course。　Your　enthusiasm　for　psychology　can　make　even　the　driest　topic　palatable。　

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ESTABLISH　COURSE　OBJECTIVES　

What　is　it　that　you　wish　to　acplish　in　your　class？　What　kinds　of　knowledge　should　your　students　
possess　at　the　end　of　the　term？　How　do　you　plan　to　achieve　your　goals？　These　are　essential　questions　to　
ask　while　organizing　your　syllabus。　Once　you　have　provided　answers　to　these　questions；　put　them　on　the　
first　page　of　your　syllabus。　Filling　students　in　on　the　class　objectives　and　your　plans　for　meeting　them　
allows　the　students　to　prepare　better　for　your　class　presentations；　discussions；　and　examinations。　

BE　PATIENT　

As　teachers；　we　have　neither　the　time　nor　the　energy　to　do　everything　for　our　students。　We　must　place　the　
responsibility　for　their　understanding　of　introductory　psychology　squarely　on　their　shoulders–after　we　
have　done　our　part　to　expose　them　to　the　knowledge　we　possess。　Some　students　will　catch　on　quickly；　
others　more　slowly；　and　still　others；　perhaps　never。　In　any　case；　patience　is　a　virtue；　students　must　be　given　
the　opportunity　to　succeed　or　fail　on　their　own。　

BE　CORDIAL　

Students　appreciate　an　instructor　who　is　approachable。　Let　your　students　know　that　you　are　genuinely　
interested　in　seeing　them　succeed　and　that　you　wele　their　questions　and　ments。　However；　be　
forewarned：　Being　too　“chummy”　with　your　students　may　create　special　problems　（e。g。；　students　may　
develop　inaccurate　expectations　of　the　difficulty　of　the　course　or　the　quality　of　their　course　performance）。　

Some　students　may　bring　personal　or　family　problems　to　you　and　expect　your　help。　If　the　situation　warrants　
more　than　a　friendly　ear；　refer　the　student　to　an　appropriate　clinician　or　counselor。　

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PSYCHOLOGY　AND　LIFE；　16th　Edition　
Instructor’s　Manual　

WHY　READ　THIS　INSTRUCTOR’S　MANUAL？　

Why　should　you　read　and　ultimately　make　use　of　this　Instructor’s　Manual？　There　are　two　simple　reasons。　
First；　this　manual　will　make　you　a　better；　more　passionate　teacher。　No　matter　how　long　you　have　been　
teaching；　your　students　will　learn　more；　will　have　more　fun；　and　will　leave　your　class　inspired　about　

psychology　by　yo