Source: Snowman, Jack, Rick McCown, and Robert Biehler. Psychology Applied to Teaching. 12th. Boston: Houghton Mifflin, 2009.
Chapter 2 -Keep in mind that certain types of behaviors and relationships may be of special significance at different age levels. -Begin lessons with concrete objects or ideas, and gradually shift explanations to a more abstract and general level. -Plan learning experiences to take into account the level of thinking attained by an individual or group. Chapter 4 -Design lessons that emphasize different intelligences. -Help students become aware of the existence of gender bias. -Recognize that you will not be able to address the various abilities and cognitive styles of all of your students all of the time. Chapter 5 -Recognize that differences are not necessarily deficits. -Use a variety of instructional techniques to help educationally disadvantaged students master both basic and higher-order knowledge and skills. -Be alert to the potential dangers of labeling. Concentrate on individuals while guarding against the impact of stereotyping. Chapter 6 -Do everything possible to encourage a sense of self-esteem. -Devise and use record-keeping techniques that make it clear that students have completed assignments successfully and are making progress. -Capitalize on the resources in your classroom to help students with learning disabilities improve academically, socially, and emotionally. Chapter 7 -Use reinforcement, and use it appropriately to strengthen behaviors you want to encourage. -Give students opportunities to make overt responses, and provide prompt feedback. -When students must struggle to concentrate on material that is not intrinsically interesting, use special forms of reinforcement to motivate them to persevere. Chapter 8 -Develop and use a variety of techniques to attract and hold attention, and give your students opportunities to practice and refine their skills in maintaining attention. -Organize what you ask your students to learn, and urge older students to organize material on their own. -Demonstrate a variety of learning tactics, and allow students to practice them. Chapter 9 -Include the development of self-regulated learning skills in your objectives and lesson plans. -Establish the foundation for self-regulated learning in kindergarten and the primary grades. -Help students develop a sense of self-efficacy for self-regulated learning. Chapter 10 -Structure discussions by posing a specific question, presenting a provocative topic-related issue, or asking students to choose topics or subtopics. -If time is limited and if only one topic is to be covered, ask students to form a circle and have an all-class discussion. -If abundant time is available and if a controversial or subdivided topic is to be discussed, divide the class into groups of about five. Chapter 12 -Use behavioral techniques to help students exert themselves and work toward remote goals. -Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. -Maximize factors that appeal to both personal and situational interest. Chapter 13 -Establish class rules, call attention to them, and explain why they are necessary. -Be professional but pleasant, and try to establish a businesslike but supportive classroom atmosphere. -When you have control, ease up some. Chapter 14 -Prepare a content outline or a table of specifications of the objectives to be covered on each exam, or otherwise take care to obtain a systematic sample of the knowledge and skill acquired by your students. -Make up and use a detailed answer key or rubric. -During and after the grading process, analyze questions and answers in order to improve future exams. Chapter 15 -Examine the test booklet and answer sheet in advance so that you are familiar with the test. -Do your best to control the impact of negative expectations. -Be prepared to offer parents clear and accurate information about their children’s test scores.
