Table of Contents

1. What Are the Eight Essential Questions Teachers Ask?

  • Framework of the Book: Teacher Communication Concerns
  • Objectives of the Book
  • Core Assumptions about Teaching
  • Looking Ahead: Take Home Message
  • Additional Resources: Teacher Communication Concerns

2. How Can I Establish Credibility?

  • What is Credibility and Why Care?
  • Research Guidance: Establishing Credibility
  • Peer Mentor Guidance: Establishing Credibility
  • Putting it Into Practice: Establishing Credibility on the First Day
  • Putting It into Practice: Enhancing Credibility Throughout the Course
  • Addressing Worries about Credibility
  • What if I don’t know the answer to a question?
  • What if I provide inaccurate information?
  • What if a student challenges my understanding of the material?
  • What if I have no expertise or experience in the topic or with teaching?
  • What if a student in my course has more expertise in a topic than I do?
  • What if the students ask me how old I am?
  • How do I talk to students about my teaching experience?
  • Learning to Trust: Reflecting on Credibility
  • Take-Home Message: Credibility
  • Additional Resources:  Establishing Credibility

3. How Can I Negotiate Power?

  • What Is Power and Why Care?
  • Research Guidance: Negotiating Power
  • Peer Mentor Guidance: Negotiating Power
  • Putting It into Practice: Negotiating Power on the First Day
  • Putting It into Practice: Negotiating Power Throughout the Course
  • Addressing Worries about Negotiating Power
  • What if a student asks for an exception to a course policy?
  • What do I do if a student challenges my authority during class or in an email?
  • What do I do if a student is disrupting class?
  • How do I handle students who are breaking course policies?
  • How do I tell students I mean business without using an iron fist?
  • What if a discussion gets out of hand, and I have no control?
  • What if someone in a higher position of power usurps my power?
  • Learning to Trust: Reflecting on Power
  • Take-Home Message: Negotiating Power
  • Additional Resources:  Negotiating Power

4. How Can I Manage Communication Anxieties?

  • What Is Communication Anxiety and Why Care?
  • Research Guidance: Communication Anxiety
  • Peer Guidance: Managing Communication Anxieties
  • Putting into Practice: Managing Communication Anxieties on the First Day
  • Putting It into Practice: Managing Communication Anxieties Throughout the Course
  • Addressing Worries: Managing Communication Anxieties
  • What if I freeze and cannot remember what I was supposed to say?
  • How do I control my nervous habits?
  • Should I tell students I am nervous on the first day?
  • What if students look to me as a model of public speaking, and I’m a basket case?
  • What if a student gets nervous, and I don’t know what to do?
  • How can I communicate confidence to my students?
  • How can I not allow outside stress (e.g., stress from being a student, friend, partner, child or parent) come into the classroom?
  • Learning to Trust: Reflecting on Communication Anxieties
  • Take-Home Message: Managing Communication Anxieties
  • Additional Resources: Managing Communication Anxieties

5. How Can I Engage Students?

  • What Is Student Engagement and Why Care?
  • Research Guidance: Student Engagement
  • Peer Guidance: Engaging Students
  • Putting It into Practice: Engaging Students on the First Day
  • Putting It into Practice: Engaging Students Throughout the Course
  • Addressing Worries about Engaging Students
  • What do I do if I have “sleepers”?
  • If I ask a question and no one answers, what should I do?
  • How can I make sure technology is engaging rather than enabling?
  • How can I motivate students who seem apathetic or lazy?
  • What do I do if my students are not taking my class activities seriously?
  • What if I do not feel particularly engaged with the content or course?
  • Learning to Trust: Reflecting on Engaging Students
  • Take-Home Message: Engaging Students
  • Additional Resources:  Engaging Students

6. How Can I Navigate Relational Dynamics?

  • What Are the Relational Dynamics of the Classroom and Why Care?
  • Research Guidance: Navigating Relational Dynamics
  • Peer Guidance: Navigating Relational Dynamics
  • Putting it into Practice: Navigating Relational Dynamics on the First Day
  • Putting into Practice: Navigating Relational Dynamics Throughout the Course
  • Addressing Worries: Navigating Relational Dynamics
  • How do I respond to students who are being too familiar with me?
  • How much should I tell students about my personal life?
  • How should I respond to Facebook friend requests from students?
  • What if a student has a crush on me?
  • What should I say if students see me out in public in a social situation?
  • If a student is upset, how can I console her or him without crossing a boundary?
  • What do I do/say if I don’t like some of my students?
  • Learning to Trust: Reflecting on Relational Dynamics
  • Take Home Message: Navigating Relational Dynamics
  • Additional Resources:  Navigating Relational Dynamics

7. How Can I Acknowledge Difference?

  • What Is Difference and Why Care?
  • Research Guidance: Acknowledging Difference
  • Peer Guidance: Acknowledging Difference
  • Putting It into Practice: Acknowledging Difference on the First Day
  • Putting It into Practice: Acknowledging Difference Throughout the Course
  • Addressing Worries about Acknowledging Difference
  • What if a discussion about a controversial topic gets too heated?
  • Should I tell students my opinions on controversial topics?
  • How can I relate to students of a different culture when I don’t share their experience?
  • What do I say if a student makes a racist, sexist, or any discriminatory remark?
  • How can I create a safe classroom where all views are respected?
  • I know I won’t say everything correctly, how can I recover when I make a mistake with English?
  • Do I have to be politically correct about everything?
  • Learning to Trust: Reflecting on Difference
  • Take-Home Message: Acknowledging Difference
  • Additional Resources:  Acknowledging Difference

8. How Can I Provide Effective Feedback?

  • What is Feedback and Why Care?
  • Research Guidance: Providing Effective Feedback
  • Peer Guidance: Providing Effective Feedback
  • Putting It into Practice: Creating a Climate of Feedback on the First Day
  • Putting It into Practice: Creating a Climate for Feedback Throughout the Course
  • Addressing Worries: Providing Effective Feedback
  • What do I say to a student who challenges my grading?
  • How much feedback to I really need to give to students?
  • How do I ensure I’m being fair and consistent in grading?
  • What if a student tries really hard but does not do well?
  • Should I allow students a second chance?
  • How can I make sure grading does not take over my life?
  • What do I say when I give grades back?
  • Learning to Trust: Reflecting on Providing Effective Feedback
  • Take-Home Message: Providing Effective Feedback
  • Additional Resources:  Providing Effective Feedback

9. How Can I Make a Difference?

  • How Can I Make a Difference? Philosophical Guidance
  • John Dewey and Experiential Education
  • Paulo Freire and Problem-Posing Education
  • Parker Palmer and the Inner Life of Teaching
  • bell hooks and Engaged Pedagogy
  • Crafting a Teaching Philosophy:  Reflecting on Take-Home Messages
  • Crafting a Teaching Philosophy:  Reflecting on Core Assumptions
  • Crafting a Teaching Philosophy:  Imagination Work
  • From Worry to Trust:  Breathe, Lean Move
  • Additional Resources:  Making a Difference

References
Index

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