{"id":78,"date":"2024-08-12T16:46:53","date_gmt":"2024-08-12T20:46:53","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/?post_type=chapter&#038;p=78"},"modified":"2025-07-21T13:58:44","modified_gmt":"2025-07-21T17:58:44","slug":"what-makes-for-good-teaching","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/what-makes-for-good-teaching\/","title":{"raw":"What makes for good teaching","rendered":"What makes for good teaching"},"content":{"raw":"As a TA, this might be your first foray into teaching. Fortunately, good teaching is a skill that you can build and improve on and not just something you inherently <em>have<\/em> or have to <em>figure out<\/em>. Chickering &amp; Gamson (1987) offer seven research-backed principles of good teaching practices for undergraduate classes:\r\n<h2>Encourage contact between students and educators<\/h2>\r\n[caption id=\"attachment_205\" align=\"alignnone\" width=\"7952\"]<img class=\"wp-image-205 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/thisisengineering-TeJZ3CGZXRw-unsplash-1.jpg\" alt=\"A photo of a teaching assistant with a student. They are working on a robotics project in a laboratory setting. The TA is helping the student with an electronic device that is connected to their laptop.\" width=\"7952\" height=\"5304\" \/> Photo by ThisisEngineering via Unsplash[\/caption]\r\n\r\nEstablishing [pb_glossary id=\"148\"]rapport[\/pb_glossary] and an open line of communication is the biggest factor in building student motivation and engagement in the classroom. As you develop your teaching practice, look towards adopting a [pb_glossary id=\"151\"]student-centred teaching approach[\/pb_glossary].\r\n\r\nIf feasible in your context, you may want to try the following:\r\n<ul>\r\n \t<li>Get to know your students (their names, goals in\/out of the course, and experience of the course). See also <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/building-a-positive-classroom-environment\/\">Building a positive classroom environment.<\/a><\/li>\r\n \t<li>Personalize <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/feedback\/\">feedback on student assessments<\/a><\/li>\r\n \t<li>Share your experiences with the course material<\/li>\r\n \t<li>Check in with students\u00a0you know are struggling with the content or are falling behind<\/li>\r\n<\/ul>\r\n<h2>Develop [pb_glossary id=\"150\"]reciprocity[\/pb_glossary] and cooperation among students.<\/h2>\r\nWe often think about the relationship between the instructor and students, but cannot forget about the relationship <em>between students.<\/em> Examples to establish and foster this relationship can include:\r\n<ul>\r\n \t<li>Encourage multiple ways of discussion besides large class discussions, which may only centre a few voices. Consider smaller group discussions, asynchronous discussion forums on [pb_glossary id=\"152\"]Moodle[\/pb_glossary], or learning groups throughout the term.<\/li>\r\n \t<li>Facilitator small group work whenever possible. [footnote]Facilitating group work can be a challenge. Here are some tips from the University of Waterloo to help group work run more effectively.[\/footnote]<\/li>\r\n<\/ul>\r\n<h2>Encourage [pb_glossary id=\"143\"]active learning[\/pb_glossary]<\/h2>\r\n[caption id=\"attachment_204\" align=\"alignnone\" width=\"5472\"]<img class=\"wp-image-204 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/thisisengineering-ZH_58Z1blrI-unsplash.jpg\" alt=\"A group of students gathered around a whiteboard, and the instructor writing mathematical equations with a red marker on it. \" width=\"5472\" height=\"3648\" \/> Photo by ThisisEngineering via Unsplash[\/caption]\r\n\r\nLearning is not a spectator sport. Provide opportunities in and out of the classroom for students to interact with the content by discussing, questioning, reflecting and relating to their experiences.\r\n\r\nExamples:\r\n<ul>\r\n \t<li>Explore the different activities and communication tools available on Moodle to help you facilitate interaction between students and the content. For example, JazzQuiz on Moodle or \u2018Present\u2019 mode on Microsoft Forms allows you to conduct live and anonymous polling for students to check their knowledge.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learn more<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">For more active learning strategies, consult our CTL <a href=\"https:\/\/www.concordia.ca\/ctl\/pedagogy\/active-learning.html\">page on Active learning.<\/a><\/div>\r\n<\/div>\r\n<h2>Give prompt feedback<\/h2>\r\nExamples:\r\n<ul>\r\n \t<li>Give incremental feedback on drafts throughout a project, rather than all at the end. This can also take various forms rather than written feedback. For example, feedback can be provided verbally or through group discussions.<\/li>\r\n \t<li>See more tips for managing your workflow to give prompt feedback in the <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/part\/grading-feedback\/\">Grading &amp; feedback<\/a> section of this book.<\/li>\r\n<\/ul>\r\n<h2>Clarify time on task<\/h2>\r\nTime on task means how much time something is estimated to take to complete. Give students a realistic expectation of time necessary to complete a specific task.\r\n<ul>\r\n \t<li>Remember, you generally will complete work faster than students, as they may be learning the course topics for the first time. A good rule of thumb is to time how long it takes you to complete, and multiply it by three.<\/li>\r\n \t<li>You can use workload calculators such as the <a href=\"https:\/\/saea-tlss.uottawa.ca\/en\/teaching-technologies\/teaching-toolbox\/student-workload-estimator\" target=\"_blank\" rel=\"noopener\">UOttawa workload estimator.<\/a><\/li>\r\n \t<li>Provide clear deadlines in your course outlines, assignment descriptions and on Moodle (if applicable), and ensure they are consistent.<\/li>\r\n \t<li>Provide reminders before the deadline if the project is longer than a few weeks or during a busy time of the academic year.<\/li>\r\n<\/ul>\r\n<h2>Communicate high expectations<\/h2>\r\nExpecting more will yield more \u2013 high expectations are important for everyone, including students who are typically considered \u2018under-achieving\u2019 or \u2018poorly prepared.\u2019 Good teaching includes finding the right balance between having high expectations and being understanding that students have various baselines and motivations for learning.\r\n\r\nExamples:\r\n<ul>\r\n \t<li>Provide rubrics for assignments ahead of time with clear &amp; measurable objectives tied to a grading scale. <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/grading\/\">More on developing a rubric here.<\/a><\/li>\r\n \t<li>Provide samples of previous good student work (ask the instructor for this)<\/li>\r\n<\/ul>\r\n<h2>Respect diverse talents and ways of learning<\/h2>\r\nGood teaching recognizes that there is no one method of learning that fits all students. Flexibility in your teaching allows students to adapt the learning to what works best for them.\r\n\r\nExamples:\r\n<ul>\r\n \t<li>Learn more about your class and their needs by conducting an informal and anonymous survey at the start of the term.<\/li>\r\n \t<li>Make sure your course content on Moodle is accessible so that students can download them into a format that they need. You can use the <a href=\"https:\/\/www.concordia.ca\/ctl\/tech-tools\/teach-with-technology\/moodle\/accessibility-checker.html\" target=\"_blank\" rel=\"noopener\">Brickfield Accessibility toolkit file converter<\/a> to more easily provide students with alternative file formats.<\/li>\r\n<\/ul>\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>What do students say make a good teacher?<\/strong>\r\n\r\nResults from a qualitative study by Cafarella (2021) in which university math students were asked what they thought the qualities of a good teacher were included:\r\n<ul>\r\n \t<li>Learning our names and getting to know us and our struggles<\/li>\r\n \t<li>Being empathetic and caring about our success<\/li>\r\n \t<li>Using incorrect answers as a learning opportunity<\/li>\r\n \t<li>Trying to find different ways to explain or help us learn<\/li>\r\n \t<li>Interacting and asking questions while teaching<\/li>\r\n \t<li>Working on problems in class<\/li>\r\n \t<li>Being prepared for class<\/li>\r\n<\/ul>\r\n<\/div>","rendered":"<p>As a TA, this might be your first foray into teaching. Fortunately, good teaching is a skill that you can build and improve on and not just something you inherently <em>have<\/em> or have to <em>figure out<\/em>. Chickering &amp; Gamson (1987) offer seven research-backed principles of good teaching practices for undergraduate classes:<\/p>\n<h2>Encourage contact between students and educators<\/h2>\n<figure id=\"attachment_205\" aria-describedby=\"caption-attachment-205\" style=\"width: 7952px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-205 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/thisisengineering-TeJZ3CGZXRw-unsplash-1.jpg\" alt=\"A photo of a teaching assistant with a student. They are working on a robotics project in a laboratory setting. The TA is helping the student with an electronic device that is connected to their laptop.\" width=\"7952\" height=\"5304\" \/><figcaption id=\"caption-attachment-205\" class=\"wp-caption-text\">Photo by ThisisEngineering via Unsplash<\/figcaption><\/figure>\n<p>Establishing <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_78_148\">rapport<\/a> and an open line of communication is the biggest factor in building student motivation and engagement in the classroom. As you develop your teaching practice, look towards adopting a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_78_151\">student-centred teaching approach<\/a>.<\/p>\n<p>If feasible in your context, you may want to try the following:<\/p>\n<ul>\n<li>Get to know your students (their names, goals in\/out of the course, and experience of the course). See also <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/building-a-positive-classroom-environment\/\">Building a positive classroom environment.<\/a><\/li>\n<li>Personalize <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/feedback\/\">feedback on student assessments<\/a><\/li>\n<li>Share your experiences with the course material<\/li>\n<li>Check in with students\u00a0you know are struggling with the content or are falling behind<\/li>\n<\/ul>\n<h2>Develop <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_78_150\">reciprocity<\/a> and cooperation among students.<\/h2>\n<p>We often think about the relationship between the instructor and students, but cannot forget about the relationship <em>between students.<\/em> Examples to establish and foster this relationship can include:<\/p>\n<ul>\n<li>Encourage multiple ways of discussion besides large class discussions, which may only centre a few voices. Consider smaller group discussions, asynchronous discussion forums on <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_78_152\">Moodle<\/a>, or learning groups throughout the term.<\/li>\n<li>Facilitator small group work whenever possible. <a class=\"footnote\" title=\"Facilitating group work can be a challenge. Here are some tips from the University of Waterloo to help group work run more effectively.\" id=\"return-footnote-78-1\" href=\"#footnote-78-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/li>\n<\/ul>\n<h2>Encourage <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_78_143\">active learning<\/a><\/h2>\n<figure id=\"attachment_204\" aria-describedby=\"caption-attachment-204\" style=\"width: 5472px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-204 size-full\" src=\"http:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-content\/uploads\/sites\/67\/2024\/08\/thisisengineering-ZH_58Z1blrI-unsplash.jpg\" alt=\"A group of students gathered around a whiteboard, and the instructor writing mathematical equations with a red marker on it.\" width=\"5472\" height=\"3648\" \/><figcaption id=\"caption-attachment-204\" class=\"wp-caption-text\">Photo by ThisisEngineering via Unsplash<\/figcaption><\/figure>\n<p>Learning is not a spectator sport. Provide opportunities in and out of the classroom for students to interact with the content by discussing, questioning, reflecting and relating to their experiences.<\/p>\n<p>Examples:<\/p>\n<ul>\n<li>Explore the different activities and communication tools available on Moodle to help you facilitate interaction between students and the content. For example, JazzQuiz on Moodle or \u2018Present\u2019 mode on Microsoft Forms allows you to conduct live and anonymous polling for students to check their knowledge.<\/li>\n<\/ul>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learn more<\/p>\n<\/header>\n<div class=\"textbox__content\">For more active learning strategies, consult our CTL <a href=\"https:\/\/www.concordia.ca\/ctl\/pedagogy\/active-learning.html\">page on Active learning.<\/a><\/div>\n<\/div>\n<h2>Give prompt feedback<\/h2>\n<p>Examples:<\/p>\n<ul>\n<li>Give incremental feedback on drafts throughout a project, rather than all at the end. This can also take various forms rather than written feedback. For example, feedback can be provided verbally or through group discussions.<\/li>\n<li>See more tips for managing your workflow to give prompt feedback in the <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/part\/grading-feedback\/\">Grading &amp; feedback<\/a> section of this book.<\/li>\n<\/ul>\n<h2>Clarify time on task<\/h2>\n<p>Time on task means how much time something is estimated to take to complete. Give students a realistic expectation of time necessary to complete a specific task.<\/p>\n<ul>\n<li>Remember, you generally will complete work faster than students, as they may be learning the course topics for the first time. A good rule of thumb is to time how long it takes you to complete, and multiply it by three.<\/li>\n<li>You can use workload calculators such as the <a href=\"https:\/\/saea-tlss.uottawa.ca\/en\/teaching-technologies\/teaching-toolbox\/student-workload-estimator\" target=\"_blank\" rel=\"noopener\">UOttawa workload estimator.<\/a><\/li>\n<li>Provide clear deadlines in your course outlines, assignment descriptions and on Moodle (if applicable), and ensure they are consistent.<\/li>\n<li>Provide reminders before the deadline if the project is longer than a few weeks or during a busy time of the academic year.<\/li>\n<\/ul>\n<h2>Communicate high expectations<\/h2>\n<p>Expecting more will yield more \u2013 high expectations are important for everyone, including students who are typically considered \u2018under-achieving\u2019 or \u2018poorly prepared.\u2019 Good teaching includes finding the right balance between having high expectations and being understanding that students have various baselines and motivations for learning.<\/p>\n<p>Examples:<\/p>\n<ul>\n<li>Provide rubrics for assignments ahead of time with clear &amp; measurable objectives tied to a grading scale. <a href=\"https:\/\/opentextbooks.concordia.ca\/ta-guide\/chapter\/grading\/\">More on developing a rubric here.<\/a><\/li>\n<li>Provide samples of previous good student work (ask the instructor for this)<\/li>\n<\/ul>\n<h2>Respect diverse talents and ways of learning<\/h2>\n<p>Good teaching recognizes that there is no one method of learning that fits all students. Flexibility in your teaching allows students to adapt the learning to what works best for them.<\/p>\n<p>Examples:<\/p>\n<ul>\n<li>Learn more about your class and their needs by conducting an informal and anonymous survey at the start of the term.<\/li>\n<li>Make sure your course content on Moodle is accessible so that students can download them into a format that they need. You can use the <a href=\"https:\/\/www.concordia.ca\/ctl\/tech-tools\/teach-with-technology\/moodle\/accessibility-checker.html\" target=\"_blank\" rel=\"noopener\">Brickfield Accessibility toolkit file converter<\/a> to more easily provide students with alternative file formats.<\/li>\n<\/ul>\n<div class=\"textbox shaded\">\n<p><strong>What do students say make a good teacher?<\/strong><\/p>\n<p>Results from a qualitative study by Cafarella (2021) in which university math students were asked what they thought the qualities of a good teacher were included:<\/p>\n<ul>\n<li>Learning our names and getting to know us and our struggles<\/li>\n<li>Being empathetic and caring about our success<\/li>\n<li>Using incorrect answers as a learning opportunity<\/li>\n<li>Trying to find different ways to explain or help us learn<\/li>\n<li>Interacting and asking questions while teaching<\/li>\n<li>Working on problems in class<\/li>\n<li>Being prepared for class<\/li>\n<\/ul>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-78-1\">Facilitating group work can be a challenge. Here are some tips from the University of Waterloo to help group work run more effectively. <a href=\"#return-footnote-78-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_78_148\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_78_148\"><div tabindex=\"-1\"><p>A relationship built between people or groups that is based on mutual trust and understanding.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_78_151\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_78_151\"><div tabindex=\"-1\"><p>It can also be referred to as \u2018learner-centred\u2019 teaching or pedagogy. This educational approach prioritizes the varied needs and interests of the learner and encourages them to take a more active role in the learning process through interactive, experiential and collaborative techniques. <\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_78_150\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_78_150\"><div tabindex=\"-1\"><p>Reciprocity is a characteristic of a relationship in which both parties can mutually benefit in a way that they value.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_78_152\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_78_152\"><div tabindex=\"-1\"><p>The online learning management system used at Concordia. Typically, lecture slides, discussion forums, and assignments are posted here. <\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_78_143\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_78_143\"><div tabindex=\"-1\"><p>An approach to classroom teaching and learning that focusses on planning and guiding students through various activities that require learning by doing. Active learning activities include but are not limited to group work, discussions, presentations, and problem-solving. <\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":79,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-78","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":68,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/78","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":17,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/78\/revisions"}],"predecessor-version":[{"id":383,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/78\/revisions\/383"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/parts\/68"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapters\/78\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/media?parent=78"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/pressbooks\/v2\/chapter-type?post=78"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/contributor?post=78"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/ta-guide\/wp-json\/wp\/v2\/license?post=78"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}