When talking through your thought process with students, check in with them to ensure they’re following along, adapt to their needs, and show that you care. Share When talking through your thought process with students, check in with them to ensure they’re following along, adapt to their needs, and show that you care. with FacebookShare When talking through your thought process with students, check in with them to ensure they’re following along, adapt to their needs, and show that you care. with Twitter
Give students an accurate sense of their own understanding by requiring them to revise and elaborate answers or work that are nearly—but not entirely—correct. Share Give students an accurate sense of their own understanding by requiring them to revise and elaborate answers or work that are nearly—but not entirely—correct. with FacebookShare Give students an accurate sense of their own understanding by requiring them to revise and elaborate answers or work that are nearly—but not entirely—correct. with Twitter
Start and end class with a short assessment by using daily warm-ups and exit slips; this will maximize instruction time and help you track student progress, plus it will validate the students’ efforts Share Start and end class with a short assessment by using daily warm-ups and exit slips; this will maximize instruction time and help you track student progress, plus it will validate the students’ efforts with FacebookShare Start and end class with a short assessment by using daily warm-ups and exit slips; this will maximize instruction time and help you track student progress, plus it will validate the students’ efforts with Twitter
Encourage students by reminding them that they can become great at computer science through hard work, even if they’ve gotten a 1 or a score lower than they’re comfortable with on the AP test, or if they are not currently a star student. Share Encourage students by reminding them that they can become great at computer science through hard work, even if they’ve gotten a 1 or a score lower than they’re comfortable with on the AP test, or if they are not currently a star student. with FacebookShare Encourage students by reminding them that they can become great at computer science through hard work, even if they’ve gotten a 1 or a score lower than they’re comfortable with on the AP test, or if they are not currently a star student. with Twitter
Have a prepared response for questions you don’t know the answer to, that way students don’t perceive their teachers as the only, or an infallible, source of knowledge. Share Have a prepared response for questions you don’t know the answer to, that way students don’t perceive their teachers as the only, or an infallible, source of knowledge. with FacebookShare Have a prepared response for questions you don’t know the answer to, that way students don’t perceive their teachers as the only, or an infallible, source of knowledge. with Twitter
Learn students' names at the beginning of the year to build interpersonal relationships. Share Learn students' names at the beginning of the year to build interpersonal relationships. with FacebookShare Learn students' names at the beginning of the year to build interpersonal relationships. with Twitter
Demonstrate your own enthusiasm for class material, it can be infectious! Share Demonstrate your own enthusiasm for class material, it can be infectious! with FacebookShare Demonstrate your own enthusiasm for class material, it can be infectious! with Twitter
When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! Share When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! with FacebookShare When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! with Twitter
Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. Share Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. with FacebookShare Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. with Twitter
Set up an open class environment by acting as a facilitator as opposed to a leader or an expert. Share Set up an open class environment by acting as a facilitator as opposed to a leader or an expert. with FacebookShare Set up an open class environment by acting as a facilitator as opposed to a leader or an expert. with Twitter
Respond to a question with questions so students get a chance to keep thinking about it. Share Respond to a question with questions so students get a chance to keep thinking about it. with FacebookShare Respond to a question with questions so students get a chance to keep thinking about it. with Twitter
Remember that each student has differing amounts of experience and skill sets when giving feedback. Share Remember that each student has differing amounts of experience and skill sets when giving feedback. with FacebookShare Remember that each student has differing amounts of experience and skill sets when giving feedback. with Twitter
Encourage students, especially undergraduates, to get involved with CS research and researchers to develop their interest in pursuing CS research careers. Share Encourage students, especially undergraduates, to get involved with CS research and researchers to develop their interest in pursuing CS research careers. with FacebookShare Encourage students, especially undergraduates, to get involved with CS research and researchers to develop their interest in pursuing CS research careers. with Twitter
Meet with research students frequently to ensure that they and their research groups are making adequate progress. Share Meet with research students frequently to ensure that they and their research groups are making adequate progress. with FacebookShare Meet with research students frequently to ensure that they and their research groups are making adequate progress. with Twitter
Set clear expectations with your research students at the beginning of your relationship to avoid miscommunication later, including how much time they are expected to spend on the research and what kinds of deliverables they will need to produce. Share Set clear expectations with your research students at the beginning of your relationship to avoid miscommunication later, including how much time they are expected to spend on the research and what kinds of deliverables they will need to produce. with FacebookShare Set clear expectations with your research students at the beginning of your relationship to avoid miscommunication later, including how much time they are expected to spend on the research and what kinds of deliverables they will need to produce. with Twitter
To ensure that your research students are making adequate progress, set up designated work time and places, and have them submit regular written updates on their work. Share To ensure that your research students are making adequate progress, set up designated work time and places, and have them submit regular written updates on their work. with FacebookShare To ensure that your research students are making adequate progress, set up designated work time and places, and have them submit regular written updates on their work. with Twitter
Call on all students equally to emphasize student equality and avoid creating a competitive environment. This prevents expert students from dominating during class since you’re not validating interruptive, show-offy behavior. Share Call on all students equally to emphasize student equality and avoid creating a competitive environment. This prevents expert students from dominating during class since you’re not validating interruptive, show-offy behavior. with FacebookShare Call on all students equally to emphasize student equality and avoid creating a competitive environment. This prevents expert students from dominating during class since you’re not validating interruptive, show-offy behavior. with Twitter
Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. Share Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. with FacebookShare Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. with Twitter
Encourage students and TAs to share tips with each other to make the classroom a more collaborative space. Share Encourage students and TAs to share tips with each other to make the classroom a more collaborative space. with FacebookShare Encourage students and TAs to share tips with each other to make the classroom a more collaborative space. with Twitter
Ask students’ permission before intervening by touching their machines to avoid stepping in and interrupting their learning unnecessarily. Share Ask students’ permission before intervening by touching their machines to avoid stepping in and interrupting their learning unnecessarily. with FacebookShare Ask students’ permission before intervening by touching their machines to avoid stepping in and interrupting their learning unnecessarily. with Twitter