Fifty-Six Laws Of Good Teaching
The following is reproduced from Provocative Opinion, J.Chem.Ed.(67-5), 1990; pp.413-4. I couldn't find a link to it, so it is here in its entirety for educational purposes. Should the copyright holder wish, I will remove it.
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Fifty-Six Laws of Good Teaching
Herbert C Friedmann
Department of Biochemistry and Molecular Biology, University of Chicago, Illinois, USA.
1. Choose a good textbook, but do not follow it in lectures.
2. Organise your lecture, but do not be a slave to your organisation.
3. Always re-experience your subject; this way it will remain forever fresh, lively and spontaneous.
4. Let your lecture be spontaneous, but do not improvise upon your knowledge.
5. Always start on time and stop on time.
6. Begin each lecture with an outline; a lack of vocabulary confuses a student less than a lack of expectation.
7. Never expect your students to learn or to understand anything that you cannot or did not learn or understand yourself.
8. Never give a lecture unless your knowledge far exceeds the content of the lecture.
9. Never feel that attention to detail will compensate for lack of perspective.
10. Never snow a student under with an exhibition of your erudition; a student is far less interested in what you know than in what he or she can learn.
11. Do not be proud of knowing more than your students; they did not choose to be born after you.
12. Admit your ignorance, but know enough to tell whether your ignorance is just your own or everyone else’s as well.
13. Never equate ignorance or lack of knowledge on the part of your students with stupidity.
14. Do not memorise your lecture, just understand your material.
15. Do not lecture from notes, except for numbers that you cannot remember.
16. Never never read out your handouts; if the students were illiterate, they would not take your course.
17. Have notes or outline handy, but do not use them: a good actor needs no prompter.
18. Avoid overheads: rather than have one error and be spontaneous, than have no error and be dull. A lecture is not a research seminar.
19. Avoid monotonous delivery: the student’s interest should be directed to your subject, not your voice.
20. Give your lecture at a deliberate speed: patter results in confusion while oracular pronouncements lead to boredom.
21. Do not assume that mere one-time use of a word or an idea ‘exposes’ students to it: appeals to thought and understanding require substantiation, not intimation.
22. Never give the same lecture twice. Look at the students to know whether they follow.
23. The difference between lecturing and acting is that in the former the subject comes first and the lines follow; in the latter the lines come first and the subject follows.
24. Answer all questions from students the best that you can, since a given question rarely troubles only one person; a question is not an interruption but a challenge to funnel the answer into the rest of the lecture.
25. Always lecture with the assumption that your students wish to learn, not just to pass examinations.
26. Use examinations as a vital part of teaching; the student’s approach to learning in a particular course is set quite fundamentally by the type of questions that are anticipated.
27. Never ask examination questions on topics that you did not ask your students to learn.
28. Never tell students to ‘be responsible’ for learning a topic; responsibility regards learning as a duty owed to others, rather than a duty owed to oneself. The line between obedience and self-esteem is thin, but it is clear.
29. Competence should always take precedence over popularity.
30. Always praise your students for their accomplishments. Never damn them for their failings.
31. Never tell a joke for its own sake, but only in the service of what you teach.
32. Never laugh at your students, but laugh with them.
33. Never make fun of your students, unless you wish them to make fun of you.
34. Always take your students as seriously as they take you.
35. Do not take your teaching too seriously; think how utterly funny it is that students are interested in what you are saying.
36. Never lose your temper in front of your class. Students are not interested in your private emotions.
37. Treat your students with respect, and they will respect you, and with politeness, for they will not confuse it with softness.
38. Do not confuse familiarity in the part of the student with lack of respect, or intellectual disagreement with personal antipathy.
39. Look at the students when you lecture; the ceiling and the floor are not interested, and neither is the blackboard.
40. Never assume that yours is the only course the students take.
41. Never assume that if a student sleeps he or she is bored or uninterested. He or she may have been up all night preparing a paper for another course.
42. Never assume that students’ silence means understanding on their part: they may be confused.
43. Never start fast and end slowly: this shows that you have exhausted your material.
44. Never start slowly and end fast: this way you will have exhausted your students.
45. Every discipline speaks its own language: good teaching teaches language, not just words.
46. Never forget to reinforce a new term or a new concept by writing it on the board and by repeating it in such a fashion that the student has a chance to write it down, but never, never repeat every sentence: the result of verbatim repetition is simply half a lecture in a given time.
47. Do not confuse lecturing with dictation: the former is a creative process, actively received and worked on by the student; the latter is a mechanical exercise, passively recorded for later understanding.
48. Never be so simple as to be trivial, or so complicated as to be obscure: a clear lecture need not be simple, and a profound one need not be obscure.
49. Act out of the conviction that your teaching matters, even though you may not be able to prove this.
50. Do not leave a lecture without a feeling of exhilaration and exhaustion; without these the lecture was probably not superb.
51. Intelligence is measured more by the quality than by the quantity of learning.
52. Do not expect that your students have an infinite capacity for learning: the limits of saturation of the mind are set more by physiology than by intelligence. (Intelligence is the capacity of maximising achievement within the physiological constraints of your mind.)
53. Do not deride originality born out of ignorance.
54. The prime challenge of teaching is to retain the students’ enthusiasm in spite of their growing knowledge; a good teacher fosters creativity in the face of information.
55. Instructors do not ever give grades. Students earn them.
56. Do not confuse good teaching with good examining, or good examining with good grading. (To lecture is one thing, to examine another, to grade and evaluate yet another; a good teacher must master all three.)
=====
Fifty-Six Laws of Good Teaching
Herbert C Friedmann
Department of Biochemistry and Molecular Biology, University of Chicago, Illinois, USA.
1. Choose a good textbook, but do not follow it in lectures.
2. Organise your lecture, but do not be a slave to your organisation.
3. Always re-experience your subject; this way it will remain forever fresh, lively and spontaneous.
4. Let your lecture be spontaneous, but do not improvise upon your knowledge.
5. Always start on time and stop on time.
6. Begin each lecture with an outline; a lack of vocabulary confuses a student less than a lack of expectation.
7. Never expect your students to learn or to understand anything that you cannot or did not learn or understand yourself.
8. Never give a lecture unless your knowledge far exceeds the content of the lecture.
9. Never feel that attention to detail will compensate for lack of perspective.
10. Never snow a student under with an exhibition of your erudition; a student is far less interested in what you know than in what he or she can learn.
11. Do not be proud of knowing more than your students; they did not choose to be born after you.
12. Admit your ignorance, but know enough to tell whether your ignorance is just your own or everyone else’s as well.
13. Never equate ignorance or lack of knowledge on the part of your students with stupidity.
14. Do not memorise your lecture, just understand your material.
15. Do not lecture from notes, except for numbers that you cannot remember.
16. Never never read out your handouts; if the students were illiterate, they would not take your course.
17. Have notes or outline handy, but do not use them: a good actor needs no prompter.
18. Avoid overheads: rather than have one error and be spontaneous, than have no error and be dull. A lecture is not a research seminar.
19. Avoid monotonous delivery: the student’s interest should be directed to your subject, not your voice.
20. Give your lecture at a deliberate speed: patter results in confusion while oracular pronouncements lead to boredom.
21. Do not assume that mere one-time use of a word or an idea ‘exposes’ students to it: appeals to thought and understanding require substantiation, not intimation.
22. Never give the same lecture twice. Look at the students to know whether they follow.
23. The difference between lecturing and acting is that in the former the subject comes first and the lines follow; in the latter the lines come first and the subject follows.
24. Answer all questions from students the best that you can, since a given question rarely troubles only one person; a question is not an interruption but a challenge to funnel the answer into the rest of the lecture.
25. Always lecture with the assumption that your students wish to learn, not just to pass examinations.
26. Use examinations as a vital part of teaching; the student’s approach to learning in a particular course is set quite fundamentally by the type of questions that are anticipated.
27. Never ask examination questions on topics that you did not ask your students to learn.
28. Never tell students to ‘be responsible’ for learning a topic; responsibility regards learning as a duty owed to others, rather than a duty owed to oneself. The line between obedience and self-esteem is thin, but it is clear.
29. Competence should always take precedence over popularity.
30. Always praise your students for their accomplishments. Never damn them for their failings.
31. Never tell a joke for its own sake, but only in the service of what you teach.
32. Never laugh at your students, but laugh with them.
33. Never make fun of your students, unless you wish them to make fun of you.
34. Always take your students as seriously as they take you.
35. Do not take your teaching too seriously; think how utterly funny it is that students are interested in what you are saying.
36. Never lose your temper in front of your class. Students are not interested in your private emotions.
37. Treat your students with respect, and they will respect you, and with politeness, for they will not confuse it with softness.
38. Do not confuse familiarity in the part of the student with lack of respect, or intellectual disagreement with personal antipathy.
39. Look at the students when you lecture; the ceiling and the floor are not interested, and neither is the blackboard.
40. Never assume that yours is the only course the students take.
41. Never assume that if a student sleeps he or she is bored or uninterested. He or she may have been up all night preparing a paper for another course.
42. Never assume that students’ silence means understanding on their part: they may be confused.
43. Never start fast and end slowly: this shows that you have exhausted your material.
44. Never start slowly and end fast: this way you will have exhausted your students.
45. Every discipline speaks its own language: good teaching teaches language, not just words.
46. Never forget to reinforce a new term or a new concept by writing it on the board and by repeating it in such a fashion that the student has a chance to write it down, but never, never repeat every sentence: the result of verbatim repetition is simply half a lecture in a given time.
47. Do not confuse lecturing with dictation: the former is a creative process, actively received and worked on by the student; the latter is a mechanical exercise, passively recorded for later understanding.
48. Never be so simple as to be trivial, or so complicated as to be obscure: a clear lecture need not be simple, and a profound one need not be obscure.
49. Act out of the conviction that your teaching matters, even though you may not be able to prove this.
50. Do not leave a lecture without a feeling of exhilaration and exhaustion; without these the lecture was probably not superb.
51. Intelligence is measured more by the quality than by the quantity of learning.
52. Do not expect that your students have an infinite capacity for learning: the limits of saturation of the mind are set more by physiology than by intelligence. (Intelligence is the capacity of maximising achievement within the physiological constraints of your mind.)
53. Do not deride originality born out of ignorance.
54. The prime challenge of teaching is to retain the students’ enthusiasm in spite of their growing knowledge; a good teacher fosters creativity in the face of information.
55. Instructors do not ever give grades. Students earn them.
56. Do not confuse good teaching with good examining, or good examining with good grading. (To lecture is one thing, to examine another, to grade and evaluate yet another; a good teacher must master all three.)
etched with acid at 1:39:00 am
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